Job Task Analysis
Parent Support Providers
Prepared for the
National Federation of Families
for Children’s Mental Health(FFCMH)
September 2011
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Parent Support Provider Job Analysis
Prepared by
Lynn Webb
Professional Testing
7680 Universal Blvd.
Suite 300
Orlando, FL 32819
Phone: (407) 264-2993
(800) 330-3776
Fax: (407) 264-2855
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Parent Support Provider Job Analysis
Executive Summary
This report describes the process for and results of a comprehensive job task analysis
performed by Professional Testing on behalf of the National Federation of Families for
Chidlren’s Mental Health (FFCMH) for the new certification for Parent Support Providers.
The task list, which defines the work performed by Parent Support Providers, was
developed by a high level task force using the DACUM methodology (reported separately),
and validated through an on-line survey of the industry. The complete list of 31 tasks was
strongly validated. The analysis of the demographic variables provided assurance to the
agency that survey respondents represented the field well. Results of the validation survey
will be used to finalize the test blueprint for the Parent Support Provider certification, which
is shown (without detail) below.
Content Domains
Advocating for Improved Outcomes for Families and Youth
Facilitating Use of Resources and Supports
Planning for Wellness
Providing Emotional Support
Strengthening Parents' Skills
Using Data
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Parent Support Provider Job Analysis
TABLE OF CONTENTS
EXECUTIVE SUMMARY ................................................................................................................ I
INTRODUCTION ............................................................................................................................ 1
FFCMH Overview ....................................................................................................................... 1
Rationale for the Job Analysis ................................................................................................. 1
METHODOLOGY ........................................................................................................................... 2
Representative Panel ................................................................................................................. 2
Survey Validation from Field ..................................................................................................... 3
Survey Delivery .......................................................................................................................... 3
Response Rate........................................................................................................................... 3
Survey Participant Demographic Information .......................................................................... 4
RESULTS .................................................................................................................................... 18
Task Frequency Ratings ......................................................................................................... 18
Task Importance Ratings ........................................................................................................ 19
Task Criticality Index ............................................................................................................... 21
Knowledge Importance Ratings .............................................................................................. 24
Panel Review and Discussion ................................................................................................ 25
APPENDICES .............................................................................................................................. 26
Appendix A: Write-in Responses for Previous Profession ................................................. 27
Appendix B: Write-in Responses for Additional Tasks....................................................... 30
Appendix C: Knowledge Ratings and Write-in Responses ................................................ 35
Appendix D: Write-in Comments on Survey or New Credential ....................................... 40
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Parent Support Provider Job Analysis
Introduction
FFCMH Overview
The National Federation of Families for Children’s Mental Health (FFCMH) proclaims the
following vision: Through a family and youth driven approach, children and youth with
emotional, behavioral and mental health challenges and their families obtain needed
supports and services so that children grow up healthy and able to maximize their
potential. The National Federation, a national family-run organization serves to:

Provide advocacy at the national level for the rights of children and youth with
emotional, behavioral and mental health challenges and their families

Provide leadership and technical assistance to a nation-wide network of family run
organizations
(from FFCMH website).
Rationale for the Job Analysis
FFCMH is planning the new certification for Parent Support Providers for the fall of 2011. As
described on their website:
Certification is the process through which an individual voluntarily submits his/her
credentials for review based upon clearly identified competencies, criteria, or standards.
The primary purpose of certification is to ensure that people employed in any state in this
field, meet consistent and high standards of performance.
In 2011 a panel of subject matter experts was assembled to delineate the tasks that
encompass the work of Parent Support Providers. The meeting followed the DACUM
methodology and its results were reported separately from this document. It was planned
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Parent Support Provider Job Analysis
to validate the work of the DACUM panel through a survey of the field, and to use the
data to develop test specifications for the new credential.
The job analysis, sometimes called the validation study, is the foundation on which a
testing program is built. In its Guidance on Psychometric Requirements for ANSI
Accreditation (2004), ANSI explains:
A professional is what a professional does. A valid examination should test
what professionals do, as well as the knowledge on which performance is
based. Evaluating what the professional does, as discussed above, is the
most appropriate strategy for determining test content and its relative
emphasis, and maintaining tests that are equivalent in content and difficulty.
Methodology
In this section of the report, descriptions are provided of the DACUM panel, the validation
survey, and the survey respondents.
Representative Panel
Professional Testing asked the FFCMH to recruit a panel of 12-15 subject matter experts
who represent the field of Parent Support Providers, and who currently work in the field
(rather than educate, although some practitioners may also serve as educators). The
collection of the 13 subject matter experts was intended to mirror the field in terms of key
variables, such as work setting, geography, etc. The representative panel met with
Professional Testing to engage in a DACUM meeting, and a complete DACUM chart was
prepared following the meeting. The work of the DACUM panel served as the foundation
for the electronic survey of the field.
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Parent Support Provider Job Analysis
Survey Validation from Field
The content domains, task list, knowledge topics, and demographic questions were
formatted for a survey delivered via the internet. FFCMH requested participation from
professionals in the field through an extensive electronic mailing list, which was
supplemented by requests to forward the link to any Parent Support Providers to
encourage response.
Survey Delivery
The link for the survey (URL) was distributed electronically with a cover letter explaining
the study and requesting participation from FFCMH’s Director, Certification Commission,
Frances Purdy.
Response Rate
It is difficult to estimate the response rate for the survey. The agency sent 338 invitations
to participate, with many administrators and executive directors on the list. All recipients
were encouraged to forward the invitation to respond to anyone they know who works as a
Parent Support Provider. Hence, it is difficult to estimate the total number of invitations
extended. In fact, the first question to the survey received 373 responses, so it is quite
likely that the invitations were forwarded. Because the agency was unable to provide an
estimate of invitations that would lead to the calculation of an approximate response rate, it
was decided to scrutinize the demographic variables as responses were received. The
Director of the Certification Commission watched the balance of demographic categories as
responses were received.
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Parent Support Provider Job Analysis
Survey Participant Demographic Information
The survey began with a request that only people with experience in the field respond.
The text read:
Please answer the survey questions ONLY if you have worked as a Parent Support
Provider. If you are interested in the field but have not worked as a Parent Support
Provider, please do not answer the survey.
A question followed, asking “Have you worked (paid or unpaid) as a Parent Support
Provider?” If respondents selected NO as an option, they were taken from the survey to
the FFCMH website. If respondents selected YES as an option, they proceeded to the
first section of the survey. There were 15 people who said NO to this item, and 2 people
who did not answer.
The demographic items were positioned at the end of the survey in order to allow for
maximum response on the content items. It is typical for the response rate to decrease
progressively throughout a survey, and the FFCMH survey experienced that attrition. One
will note that the total number of respondents decreases throughout the results reported
here. Following the content validation portion of the survey, demographic items were asked
to describe the group of respondents.
State/Country. Respondents were asked to indicate the state (or country) where they do
the majority of their work.
from each state/country.
Table 1 shows the number and percentage of respondents
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Parent Support Provider Job Analysis
Table 1: State/country where respondents do the majority of their work
State
New York
North Carolina
Pennsylvania
Arizona
Tennessee
Texas
Kansas
Oklahoma
Florida
Oregon
Alaska
Nebraska
Maine
Michigan
Utah
Washington
New Mexico
Kentucky
Massachusetts
Ohio
South Dakota
Wisconsin
Georgia
Indiana
Louisiana
Maryland
Nevada
New Hampshire
New Jersey
South Carolina
Vermont
Wyoming
WASHINGTON DC
Arkansas
Connecticut
Hawaii
Illinois
Iowa
Minnesota
Mississippi
Montana
Rhode Island
Virginia
CANADA
GUAM
N
56
28
27
25
15
15
14
12
9
9
7
7
6
6
6
6
4
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
0
0
%
18.6%
9.3%
9.0%
8.3%
5.0%
5.0%
4.7%
4.0%
3.0%
3.0%
2.3%
2.3%
2.0%
2.0%
2.0%
2.0%
1.3%
1.0%
1.0%
1.0%
1.0%
1.0%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
0.0%
0.0%
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Parent Support Provider Job Analysis
State
PUERTO RICO
Alabama
California
Colorado
Delaware
Idaho
Missouri
North Dakota
West Virginia
N
0
0
0
0
0
0
0
0
0
%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Three respondents wrote answers to this question, rather than choosing a response. One
respondent wrote Washington, DC, which was an option, so it was added to the chart. The
other two responses were:


I talk on the phone & via email to parents outside of PA, but within the USA.
nationally
How time is spent. Respondents were asked how they spend the majority of their time in
the field. The majority of respondents indicated spending the majority of their time
providing or overseeing PSP services in a not-for-profit agency (71%). The other not-forprofit option, PSP program administration, received the second largest percentage of
responses (13%).
Table 2. How time is spent
How is the majority of your time currently spent in this field?
Answer Options
Providing or overseeing PSP services: Not-for-profit
agency
Providing or overseeing PSP services: For profit
agency
Providing or overseeing PSP services: Government
PSP Program administration: Not-for-profit agency
PSP Program administration: For profit agency
PSP Program administration: Government
Response
Percent
Response
Count
71.3%
209
4.1%
12
6.8%
13.3%
1.7%
2.7%
20
39
5
8
answered question
skipped question
293
82
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Parent Support Provider Job Analysis
How is the majority of your time currently spent in this field?
Providing or overseeing PSP
services: Not-for-profit agency
Providing or overseeing PSP
services: For profit agency
Providing or overseeing PSP
services: Government
PSP Program administration: Notfor-profit agency
PSP Program administration: For
profit agency
PSP Program administration:
Government
Length of time in field. Respondents were asked how long they have been a Parent
Support Provider, and all levels of experience were represented. The largest percentage of
respondents indicated being in the field for 11 or more years (29%).
Table 3. Length of time in field
How long have you been working or volunteering as a Parent Support Provider?
Answer Options
Response
Percent
Response
Count
Less than 1 year
1-3 years
4-5 years
6-10 years
11+ years
7.1%
23.2%
17.2%
23.6%
29.0%
21
69
51
70
86
answered question
skipped question
297
78
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Parent Support Provider Job Analysis
How long have you been working or volunteering as a Parent Support
Provider?
Less than 1 year
1-3 years
4-5 years
6-10 years
11+ years
Percent of time volunteering/being paid. Respondents were asked to indicate the
approximate percentages of their time for paid work versus volunteering. The majority of
respondents indicated doing 100% paid work (0% volunteer) and the second largest
category was 75% paid work (25% volunteer).
Table 4. Percent of time volunteering/being paid
For the Parent Support Provider experience indicated in the question above,
approximately what percentage of your time has been spent in paid work versus
volunteering?
Answer Options
100 % paid, 0% volunteer
75% paid, 25% volunteer
50% paid, 50% volunteer
25% paid, 75% volunteer
0% paid, 100% volunteer
Response
Percent
Response
Count
45.6%
38.3%
7.0%
5.7%
3.4%
136
114
21
17
10
answered question
skipped question
298
77
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Parent Support Provider Job Analysis
For the Parent Support Provider experience indicated in the question above,
approximately what percentage of your time has been spent in paid work
versus volunteering?
100 % paid, 0% volunteer
75% paid, 25% volunteer
50% paid, 50% volunteer
25% paid, 75% volunteer
0% paid, 100% volunteer
2,000 hours worked. Respondents were asked if they have worked at least 2,000 hours
as a paid or volunteer Parent Support Provider in the past five years. The majority of
respondents (85%) indicated that they have. Only 15% of respondents said “No.”
Table 5. 2,000 hours worked
Have you worked at least 2,000 hours as a paid or volunteer Parent Support Provider
in the past five years? (1 week = 40 hours x 50 weeks = 2000 hours)
Answer Options
Yes
No
Response
Percent
Response
Count
85.2%
14.8%
253
44
answered question
skipped question
297
78
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Parent Support Provider Job Analysis
Have you worked at least 2,000 hours as a paid or volunteer Parent Support
Provider in the past five years? (1 week = 40 hours x 50 weeks = 2000
hours)
Yes
No
80 hours of training. Respondents were asked if they have earned at least 80 clock hours
of documented training in the PSP field over the past 5 years, through classroom training,
coursework, seminars, or webinars. The majority of respondents (84%) indicated that they
have earned at least 80 clock hours. Only 16% of respondents said “No.”
Table 6. 80 hours of training
Have you earned at least 80 clock hours of documented training in the field of Parent
Support Provision over the past 5 years? (Training could be classroom, coursework,
seminars, or webinars)
Answer Options
Yes
No
Response
Percent
Response
Count
84.1%
15.9%
249
47
answered question
skipped question
296
79
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Parent Support Provider Job Analysis
Have you earned at least 80 clock hours of documented training in the field
of Parent Support Provision over the past 5 years? (Training could be
classroom, coursework, seminars, or webinars)
Yes
No
Type of region. Respondents were asked to indicate the type of region in which the
majority of their time as a PSP is spent. The largest categories of response were Urban
(37%) and Rural (36%). About one fourth of the respondents indicated being Suburban
(25%) and a few people indicated working on the frontier (1%).
Table 7. Type of region
In which type of region is the majority of your time spent as a Parent Support
Provider?
Answer Options
Urban
Suburban
Rural
Frontier
Response
Percent
Response
Count
37.0%
25.3%
36.3%
1.4%
107
73
105
4
answered question
skipped question
289
86
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Parent Support Provider Job Analysis
In which type of region is the majority of your time spent as a Parent Support
Provider?
Urban
Suburban
Rural
Frontier
Previous professions. Respondents were asked if they worked or volunteered in another
profession prior to being a Parent Support Provider. The largest category for response was
in Social Services (34%), but respondents also indicated previous work in Education
(26%), and Health (14%). Only 26% of respondents had not worked in another
profession prior to being a Parent Support Provider. Specific professions were added by
79 respondents, and their answers can be viewed in Appendix A.
Table 8. Previous professions
Were you working/volunteering in another profession prior to being a Parent Support
Provider?
Answer Options
No
Yes: Education
Yes: Health
Yes: Social Services
Other (please specify)
Response
Percent
Response
Count
25.8%
25.8%
14.0%
34.3%
61
61
33
81
79
answered question
skipped question
236
139
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Parent Support Provider Job Analysis
Were you working/volunteering in another profession prior to being a Parent
Support Provider?
No
Yes: Education
Yes: Health
Yes: Social Services
Education. Respondents were asked to indicate the highest level of education they have
completed. All the listed educational levels were represented among the survey
respondents. The largest category for response was Some College (51%), and the second
highest was Bachelor’s degree.
Table 9. Education
Please indicate the highest level of education you have completed.
Answer Options
First through eighth grade
High school / G.E.D.
Some college
Bachelor's degree
Graduate degree
Post-graduate degree
Response
Percent
Response
Count
0.3%
12.5%
50.5%
21.2%
11.4%
4.0%
1
37
150
63
34
12
answered question
skipped question
297
78
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Parent Support Provider Job Analysis
Please indicate the highest level of education you have completed.
First through eighth grade
High school / G.E.D.
Some college
Bachelor's degree
Graduate degree
Post-graduate degree
Gender. Respondents were asked to indicate their gender. The majority of respondents
were female (95%). Only 5% of respondents were male.
Table 10. Gender
Please indicate your gender
Answer Options
Female
Male
Other
Response
Percent
Response
Count
94.6%
5.4%
0.0%
282
16
0
answered question
skipped question
298
77
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Parent Support Provider Job Analysis
Please indicate your gender
Female
Male
Other
Ethnicity. Respondents were asked to indicate their ethnicity according to the
options shown in the chart below. The majority of respondents (71%) indicated
Caucasian or White. The second largest category of response (16%) was Black or
African-American.
Table 11. Ethnicity
Please indicate your ethnicity
Answer Options
Asian
American Indian or Alaska Native
Black or African-American
Caucasian or White
Hispanic or Latino
Native Hawaiian or Pacific Islander
Multi-race (two or more of above)
Response
Percent
Response
Count
0.0%
2.4%
15.6%
71.1%
7.1%
0.3%
3.4%
0
7
46
209
21
1
10
answered question
skipped question
294
81
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Parent Support Provider Job Analysis
Please indicate your ethnicity
Asian
American Indian or Alaska
Native
Black or African-American
Caucasian or White
Hispanic or Latino
Native Hawaiian or Pacific
Islander
Multi-race (two or more of
above)
Lived experience. Respondents were asked if they have parented a child with
emotional, behavioral, or mental health issues. Affirmative responses were
indicated by 92% of the respondents, and only 8% of respondents said No.
Table 12. Lived experience
Have you parented a child with emotional, behavioral, or mental health issues?
Answer Options
Yes
No
Response
Percent
Response
Count
91.8%
8.2%
270
24
answered question
skipped question
294
81
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Parent Support Provider Job Analysis
Have you parented a child with emotional, behavioral, or mental health
issues?
Yes
No
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Parent Support Provider Job Analysis
RESULTS
The content validation of the DACUM findings is based on respondents’ ratings for the
frequency and importance of the 31 Parent Support Provider tasks. The sections that
follow describe the rating scales and provide summary statistics for each task.
Task Frequency Ratings
Survey respondents were asked to rate how frequently they perform each task in their
work as Parent Support Providers. Frequency was described on a five-point Likert scale,
where:
5 = daily
4 = weekly
3= monthly
2 = annually
1 = never
Frequency ratings were given for all tasks of the DACUM study (N=31) organized under
six content domains. The mean frequency ratings for the 31 tasks ranged from 2.6 to 4.8,
and one can see that all tasks fall solidly in the range of monthly, weekly, or daily except
the last task (provide training for stakeholders). Even this lowest rated task rounds to a
monthly rating. In Table 13, the 31 tasks are shown in descending order of frequency
ratings. The content domain for each task is also listed by number, and the headings are:
1
2
3
4
5
6
Advocating for Improved Outcomes for Families and Youth
Facilitating Use of Resources and Supports
Planning for Wellness
Providing Emotional Support
Strengthening Parents' Skills
Using Data
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Parent Support Provider Job Analysis
Table 13. Tasks in order of frequency ratings
Domain
3
4
1
2
1
5
5
6
1
4
5
1
5
4
5
5
1
5
5
3
5
6
3
6
1
1
6
2
1
1
1
Frequency
4.84
4.82
4.79
4.73
4.63
4.61
4.60
4.58
4.56
4.51
4.48
4.46
4.43
4.41
4.33
4.31
4.17
4.16
4.11
4.10
4.01
4.00
3.98
3.92
3.86
3.69
3.65
3.65
3.44
3.23
2.64
Task
13 Listen to caregiver/parent/family member
16 Validate parents' experience
6 Promote family involvement
11 Connect families to resources
2 Promote family-driven and youth-guided care
20 Promote family care
19 Promote self care
30 Maintain records of interactions with families
3 Model parent-professional partnerships
17 Create opportunities for support
25 Teach parents to access resources
4 Collaborate across systems
21 Coach parents on system navigation
18 Share your lived experience
24 Teach advocacy skills
22 Teach parents' rights and responsibilities
8 Address barriers to service access
23 Teach planning
27 Inform parents of best practices
14 Gather family history
26 Teach parenting skills
28 Collect data
15 Develop support plan
29 Engage in continuous quality improvement
10 Influence growth of profession
5 Facilitate system conflict resolution
31 Report data
12 Develop resources
7 Monitor system outcomes
9 Advocate for policy change
1 Provide training for stakeholders
Task Importance Ratings
In addition to rating how frequently tasks are performed, survey respondents were also
asked to rate the importance of each task for their work as Parent Support Providers.
Importance was rated on a 4-point Likert scale, where:
4 = Very important
3= Important
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Parent Support Provider Job Analysis
2 = Only somewhat important
1 = Not at all important
The mean importance ratings for the 31 tasks ranged from 3.5 to 4.0, which highly
validated the delineation of tasks through the DACUM study. Table 14 below shows the
tasks in order of descending importance, with the content domain indicated by number in
the furthest left column.
Table 14. Tasks in order of importance ratings
Domain
3
1
4
2
1
5
5
5
4
5
1
5
1
1
3
5
6
6
3
5
5
1
6
1
1
6
5
2
4
1
1
Importance
4.0
4.0
4.0
4.0
4.0
3.9
3.9
3.9
3.9
3.9
3.9
3.8
3.8
3.8
3.8
3.8
3.8
3.7
3.7
3.7
3.7
3.6
3.6
3.6
3.6
3.6
3.6
3.6
3.5
3.5
3.5
Task
13 Listen to caregiver/parent/family member
6 Promote family involvement
16 Validate parents' experience
11 Connect families to resources
2 Promote family-driven and youth-guided care
19 Promote self care
20 Promote family care
25 Teach parents to access resources
17 Create opportunities for support
24 Teach advocacy skills
4 Collaborate across systems
22 Teach parents' rights and responsibilities
3 Model parent-professional partnerships
8 Address barriers to service access
15 Develop support plan
21 Coach parents on system navigation
30 Maintain records of interactions with families
29 Engage in continuous quality improvement
14 Gather family history
26 Teach parenting skills
23 Teach planning
5 Facilitate system conflict resolution
28 Collect data
9 Advocate for policy change
10 Influence growth of profession
31 Report data
27 Inform parents of best practices
12 Develop resources
18 Share your lived experience
1 Provide training for stakeholders
7 Monitor system outcomes
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Parent Support Provider Job Analysis
Task Criticality Index
There are various approaches to combining frequency and importance ratings into a
dimension of “criticality” supported in the psychometric literature. Additive and multiplicative
models are briefly reviewed by Kane, Kingsbury, Colton & Estes, 1989, and there are
supporters for each model. In this study, frequency was given a slight emphasis over
importance through the use of a 5-point scale, and then both variables were combined
through multiplication of the mean ratings across respondents (mean frequency x mean
importance = criticality).
The criticality ratings for the 31 tasks are presented in Table 15, grouped within the six
content domains, in the order in which the tasks were seen by survey respondents.
Table 15: Criticality Ratings per Task
Criticality
9.3
18.3
17.5
17.2
13.5
19.0
12.1
15.9
11.8
14.0
18.8
13.0
19.3
15.1
15.2
19.1
17.5
15.6
17.9
18.0
16.8
16.5
15.2
16.7
17.4
14.8
14.7
14.6
Domain
1
1
1
1
1
1
1
1
1
1
2
2
3
3
3
4
4
4
5
5
5
5
5
5
5
5
5
6
Task
1 Provide training for stakeholders
2 Promote family-driven and youth-guided care
3 Model parent-professional partnerships
4 Collaborate across systems
5 Facilitate system conflict resolution
6 Promote family involvement
7 Monitor system outcomes
8 Address barriers to service access
9 Advocate for policy change
10 Influence growth of profession
11 Connect families to resources
12 Develop resources
13 Listen to caregiver/parent/family member
14 Gather family history
15 Develop support plan
16 Validate parents' experience
17 Create opportunities for support
18 Share your lived experience
19 Promote self care
20 Promote family care
21 Coach parents on system navigation
22 Teach parents' rights and responsibilities
23 Teach planning
24 Teach advocacy skills
25 Teach parents to access resources
26 Teach parenting skills
27 Inform parents of best practices
28 Collect data
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Criticality
14.6
17.2
13.1
Parent Support Provider Job Analysis
Domain
6
6
6
Task
29 Engage in continuous quality improvement
30 Maintain records of interactions with families
31 Report data
Because frequency was rated on a 5-point scale and importance was rated on a 4-point
scale, the possible range of criticality ratings is a high of 20 (5 x 4) and a low of 1 (1 x
1). Table 16 presents the same ratings and tasks shown in Table 15, listed in order of
descending criticality so one can see the priority of content. The range of criticality ratings
shown is 19.3 (listen to caregiver/parent/family member) to 9.3 (provide training for
stakeholders).
Table 16: Prioritized Criticality Ratings per Task
Criticality
19.3
19.1
19.0
18.8
18.3
18.0
17.9
17.5
17.5
17.4
17.2
17.2
16.8
16.7
16.5
15.9
15.6
15.2
15.2
15.1
14.8
14.7
14.6
14.6
14.0
13.5
13.1
13.0
Domain
3
4
1
2
1
5
5
4
1
5
6
1
5
5
5
1
4
5
3
3
5
5
6
6
1
1
6
2
Task
13 Listen to caregiver/parent/family member
16 Validate parents' experience
6 Promote family involvement
11 Connect families to resources
2 Promote family-driven and youth-guided care
20 Promote family care
19 Promote self care
17 Create opportunities for support
3 Model parent-professional partnerships
25 Teach parents to access resources
30 Maintain records of interactions with families
4 Collaborate across systems
21 Coach parents on system navigation
24 Teach advocacy skills
22 Teach parents' rights and responsibilities
8 Address barriers to service access
18 Share your lived experience
23 Teach planning
15 Develop support plan
14 Gather family history
26 Teach parenting skills
27 Inform parents of best practices
29 Engage in continuous quality improvement
28 Collect data
10 Influence growth of profession
5 Facilitate system conflict resolution
31 Report data
12 Develop resources
Page 23
Criticality
12.1
11.8
9.3
Parent Support Provider Job Analysis
Domain
1
1
1
Task
7 Monitor system outcomes
9 Advocate for policy change
1 Provide training for stakeholders
One sees that even the task with the lowest criticality rating is strongly validated through
the survey responses. This is unusual in job analysis work in certification and licensure,
and indicates that the DACUM study was well-conducted. The DACUM participants’
delineation of the work involved in Parent Support Providers is strongly supported by the
field.
The criticality index was used by Professional Testing to derive the weights (percentages
of questions) per domain for the examination blueprint. Because the number of tasks
within domains varied (from two to ten), two versions of the test blueprints were prepared
for the panel’s review. In the version weighted by the number of tasks comprising the
domain, the mean criticality rating for a domain was multiplied by its number of tasks,
resulting in a domain value that was divided by the sum of the six domain values.
Table17 shows the progression of these calculations toward a weighted blueprint.
Table 17: Weighted Blueprint Calculations
Mean
Crit.
14.85
15.88
16.54
17.43
16.44
14.86
95.99
N Tasks
10
2
3
3
9
4
31
Mean *
N Tasks
148.5
31.8
49.6
52.3
147.9
59.4
489.5
Weighted
0.303
0.065
0.101
0.107
0.302
0.121
1
Domain
1. Advocating for Improved Outcomes for Families and Youth
2. Facilitating Use of Resources and Supports
3. Planning for Wellness
4. Providing Emotional Support
5. Strengthening Parents' Skills
6. Using Data
One can see that the domains with many tasks, such as Advocating for Improved
Outcomes for Families and Youth (10 tasks) would receive a larger share of the test
Page 24
Parent Support Provider Job Analysis
questions (30%). Similarly, Strengthening Parents’ Skills, which has nine tasks, would
receive 30% of the test questions. The criticality ratings per domain are “weighted” so that
the content domains with more tasks are given emphasis over the content domains with
few tasks. Weighting the test specifications is frequently an advantage for the building of
robust item pools, because the item writers have more content to guide them in the
domains with more tasks.
An alternate blueprint was prepared for the agency’s consideration that would treat each
domain equally, disregarding the number of tasks comprising the domains. In some job
analysis studies, the content of specific domains is easy to split into many tasks, and the
domains can garner more attention than might be warranted. In case that was true for the
DACUM domains, an unweighted blueprint was prepared for discussion, and it shown in
Table 18. One can see that each domain would receive about 15-18% of the test
questions, whether the domain is comprised of several or few tasks.
Table 18: Unweighted Blueprint
Mean
Crit.
14.846
15.878
16.538
17.433
16.437
14.862
95.993
% of
Test
0.155
0.165
0.172
0.182
0.171
0.155
1
Domain
1. Advocating for Improved Outcomes for Families and Youth
2. Facilitating Use of Resources and Supports
3. Planning for Wellness
4. Providing Emotional Support
5. Strengthening Parents' Skills
6. Using Data
(sum)
Knowledge Importance Ratings
Survey respondents also were asked to rate a long list of knowledge topics for their
importance in the work of Parent Support Providers. Importance was described on a fourpoint Likert scale, where:
Page 25
Parent Support Provider Job Analysis
4 = Very important
3= Important
2 = Only somewhat important
1 = Not at all important
Importance ratings were given for 70 knowledge topics delineated during the DACUM
study, and the topics were highly validated in the survey. The mean importance ratings
ranged from 3.08 to 3.94. Importance ratings are shown in descending order in Appendix
C, along with some knowledge topics that were added by survey respondents. The job
analysis task ratings, rather than knowledge ratings, are used to serve as the foundation
for test development for the new credential. However, the knowledge topics can be used
by item writers who seek guidance for test question ideas, even though the questions are
categorized according to the 31 tasks.
Panel Review and Discussion
The FFCMH Certification Commission will review the survey validation findings and the test
blueprint calculations in a web meeting. The commission will review the tallies of the
demographic questions and the survey results. The description of the respondents involved
in the field validation is a key element of the validity of the testing program. The
committee should also review the many write-in comments for survey items. All general
write-in responses to the survey can be found in Appendix D of this report.
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Parent Support Provider Job Analysis
Appendices
Page 27
Parent Support Provider Job Analysis
Appendix A: Write-in Responses for Previous Profession
Page 28
Parent Support Provider Job Analysis
Appendix A: Write-in Responses for Previous Profession
(Note: responses are presented verbatim, unedited)
3rd Party Payor MH Advocate
advocate work
advocating for my child from kinder to highschool
Alcoholcs Anonymous Central Office
and education, theraputic foster parenting
And Social Services
Apartment Treatment Program Coordinator for MI consumers
Apparel Industry
Business For Profit
Childcare Training Teacher
Children Mental Health
Claims Adjuster Medicare Part B
Commercial Real Estate
Community Building
community home w/mentally and physicly challenged people
consulting in diversity issues
Corrections
Creative and Technical Business Services (Marketing, Video Production, etc.), Training, IT, Systems
Development, Public Policy & Administration
Criminal Justice/Investigator
customer service
Day Care Director
Deaf Education
Economic Development Rural Area
Environmental
Finances
FOOD PANTRY VOLUNTEERGIRL SCOUT LEADER/ BABYSITTER/
Foster Care
Foster Care
Foster Parenting/Advocating for children in custody
garment laundry and raising kids of my own and others
graphic art
Group Home, Mental Health
Hair dresser
Hairdresser
HR
In-home Counselor / Supervisor
Journalism
Lead Training Teacher for Childcare
Legal Field
Marketing/Sales
Medical Biller
medical field
Mental Health, Teen Parents, Juvenile Justice
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Parent Support Provider Job Analysis
Mid Management in providing support to adult dd clients in home
Ministry
non health related field
Nursing Home
office management
Office Manager and secretarial
parent partner in public school in 1984 to 1998
private business
Private Sector, human resources
production scheduling manager
Project Manager
providing and running a support group with ACMH
PTI for SC
public policy research
public relations
Publishing
Real Estate
Religious Education / Catechist
residential counselor at Boys & Girls Shelter
restaurant management
Retail
Sales
Sales
school cafeteria
Social services administration
Substitute teacher/volunteer during testing
teacher assistant
Transportation
wacog, teaching families at church
women and childrens health, recovery, and education public speaking
worked in Health and Fitness gym, Volunteered as Catechist
workers compensation
Yes Food Industry
yes, corporate travel
youth and family specialist
Youth Diversion Agency
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Parent Support Provider Job Analysis
Appendix B: Write-in Responses for Additional Tasks
Page 31
Parent Support Provider Job Analysis
Appendix B: Write-in Responses for Additional Tasks
(Note: Responses are unedited)
Were any important job tasks in the work of Parent Support Providers omitted from the survey?
*Support families in creating plans for family recreational activities *Provide opportunities to practice skills to build
confidence and self-worth. Empowerment.
Acquisition of resources to stabalize the family such as food, utilities, transporations etc.
advocacy @ meetings & Dr. appointments case management that can be required with some families
Advocating for families in the community and courts as well as in the educational system.
all of the 10 principals of wraparound are very important.
Attend meetings with parents: I.E.P.'s Court Wraparound meetings
being able to bridge gap between families and service providers
building relationships networking and sharing information about supports available to families amongst other non
clinical agency;s
Building relationships based on trust
Care Coordination Facilitate Child and Family Teams
caring
coaching and mentoring parents vs. teaching supporting parents on their journey as an appreciative ally rather than
an expert
confidentiality issues
Contineous skill building/teaching for parents & caregivers
educating others about what the scope of the work is.
Emotional support,
Empathize Resiliance among family members discuss-sustain
Empower families
empower parents to feel like they could take control of their child's mental health issues and feel like they have a
voice with the providers they work with
Empowerment, encouragement, are vital in our area.
Engagement of the family Follow up on task with the family Engagement and follow up with other supports of the
family
Engaging with family in community supports; Assisting Family (bridging the gap) in all possible ways until they
regain some strength. Educating family on common every day computer skills, helping by facilitating printing
documents, doing web searches, help with job serches, resumes.... does it end? :)
Ethical Boundaries, Safety, Special Education, Gatekeeping in the Wraparound process, self care
extended family support - one parent is very ill and is taken care of by the patients older sibs...I'm not sure this is
addressed Also corrordination to resources and supports for physical illnesses THese may have been addressed
in general, I just think it is important to note.
Facilitate a wraparound team
Facilitate groups for families and mentor new Parent Support Providers
facilitating parent support groups educational advocacy parent empowerment decreasing isolation wraparound
facilitation and participation interrupting negative bias regarding families reducing stigma policy change crisis
response
Family crisis planing and parent/child behaviors.
Family crisis support
Family, children or youth behavior support
Family Support Groups and Parent Facilitators of same.
Flexibility.
Follow up calls/visits to families ensuring they have followed through with weekly/monthly plans.
Follow up.... We should let our familes member know they are not alone. There a life line and support for them.
Page 32
Parent Support Provider Job Analysis
Help parents improve communication skills. Help parents connect to other parents. Help parents become leaders in
their community. Help professionals become more skilled at effective partnership with families. Address racial,
ethnic, immigrant, language, class discrimination in systems.
How meaningful peer support is and the difference that it makes in the outcome.
How often is this practiced with in the biological families/community using Parent Support Providers?
how stressful it is to try to lead families to supports in the community on to have them unable to use them because of
lack of services and transportation, and how families have lost faith in the system because there are so many leaps
to take that get them no where
I can't remember and the computer won't allow me to go back to make sure these topics were mentioned. As a
Parent Support Provider, I believe these issues are the most important: Helping the family identify barriers, helping
the family identify the areas where support is needed, offer the needed support no matter what area it's in, teach selfadvocacy, parental rights, child advocacy, system navigation, problem solving skills educate on behaviors, behavior
modification and understanding the child's diagnosis/manifestations and side effects of medications.
I think we have to build a trust with the families we work with. If our families do not have a trust in us,they are more
likely not to work well with us or follow through with treatment.
In my case, this is an unpaid volunteer position so the biggest job task is giving parents time to process, vent, and
feel good enough about themselves to share very personal guilt provoking information with me, someone they have
never met before, with their only goal being to try to make a better life for their child or themselves.
Knowledge of educational rights
Legislative & Systems Advocacy Participation on Advisories & Committees Promoting parent competency so new
parents have the skills to advocate not only for their individual child/family but to serve on advisories & advocate
legislatively Stigma reducing/eliminating activities Elimination of Seclusion & Restraint by providing training &
guidance on Positive strategies Working directly with youth- collaborative problem solving models- it's amazing what
the child/youth will tell you about what works and what doesn't work for them- promotes self advocacy & individual
voice & person centered planning There's probably more but that's what comes to mind from my daily work.
link to and recognize natural & community resourses. Obatin neuro & psych evaluators and past reports, Assist
navigating the court and DSS systems. Provide translations of meeting and wraps to families and providers
maintain confidentiality and covey this to families. The word "explain" could sometimes be used rather than "teach."
Making sure to use family friendly language. convey "hope"
Making sure the parents voice is heard at all times and that the team keeps the family at the center of all discussion
but does not plan without the family. Assist families in making peer to peer connections, model good behavior, and
share personal carefuly share experience as personal experience - not as fact or what the parent should or should
not do
Many providers really do not understand the importance and value of parents working in their agencys or partnering
with them. Provide training and education. Providing the family voice in meetings that are internal as well as in the
community.
Networking with service providers and providing feedback to them on their services adn the way they are delivered.
Often times some families need an advocate to accompany them when they have to be present at a school, court,
human resource office, etc.
on going training for service providers on interactions with families who are exhausted, resistant and tired of the
confusing system.
outreach to community
over all knowledge of all child serving systems; specif information regarding those systems and substance abuse
and trauma.
parent and child conflict resolution
promoting leadership with youth and families. Network development specifically designed to get the voices of youth
and families heard
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Parent Support Provider Job Analysis
Provide consistent,support, guidance and strategic planning regardless of system for families who are often
disenfranchised, and living on the poverty line.
Psychoeducation - helping parents understand diagnosis.
Questions about validating parent experiences, individual and/or group support experience
Research on local and state resources, compiling data and info regarding resources and services as it may vary
across the state,
Researching options and choices for families - so that as family support providers we don't keep offering the same
choices over and over to every family
respite, teen programming, progress notes specifically
Serving on committees of various types - including gate keeping entities, community service boards, not-for--profit
boards. Supervision Co-locating at various offices (e.g. county mental health, schools, child welfare) - activities
involved in this are included, but actual co-location itself and all that goes with it is not. Running groups - might be
included under opportunities for support, but not clear Organizing recreational events for families Work with youth
(not necessarily focus of this, but many do work with youth)
socialization
Support care coordinator Support supervisors Able to complete facilitator skills
support group questions - providing and referring
Support Groups, respite, Intensive Support Services. Fans. Family Goals, Education,Speakers. Family Recreation
events.Teen groups, and much more.
Supporting Youth development, working with parents to help support transitioning roles as involvement with
children's systems end and the child becomes an adult who needs to be able to direct and drive their own care. This
can be a difficult transition for parents and youth to negotiate, as it's naturally occurring paradigm shift as well as role
shift in who is advocating and accessing resources. Helping parents teach their children advocacy skills at ll ages is
also important, not just in the partnership of youth but also in facilitating transition of roles.
Teaching and training of professionals on the cultural differences amongst families.
Teaching families to become independent and to move forward with their life. To instill hope for a better future.
teaching life skills and how to help the parents teach the children
The most important job function I performed was attending Child and Family Team meetings and other meetings as
either a support for the youth/family or as a facilitator to insure that their voice was heard and they were respected &
empowered, to insure that they had the acronyms/professional shorthand explained in everyday language, and to
insure that they had primary say in the plan created for them. Follow-up with the family is also important during and
following the implementation of any plan.
The way some of the questions were worded, leaves out the option of empowering the parents served to accomplish
tasks on their own, the interim processes of coaching, advocacy at different levels, creating opportunities for
leadership development skills, etc. "Listening" is a key and from what follows, one should do these things as
needed, but I think it needs to be more explicit about safety planning, dealing with crises, prioritizing / triage,
coordinating, reframing, identifying and building on strengths, etc. Navigating community resources, partnering,
building relationships for referrals, outreach, etc. Being willing to be there and go with parents, if/when
needed/appropriate, walking them through the process (e.g. hospital admission, IEP meetings, team meetings, etc.),
"balancing power", etc.
This job is more than about systems education, collecting data and outcomes as appears to be the focus of this
survey. It's about teaching and managing the daily real life issues that arise; both MH and medical in addition to
managing the indivdual needs of their children; and dealing with many providers who are (old school)
inappropriate/behave badly and are hostile toward parents. We also provide transportation Family
Money/Budgeting managment education Role modeling appropriate parenting skills
Time management, travel distance in meeting families where is best for them, promotion of SOC values & principles,
how the lack of funding affects our ability to meet and support families & youth, employment flexibility (our work
hours need to be flexible which can create challenges unless employers are willing to support us, especially when we
are facing the challenges of caring for our own children & families), our non-exempt work status instead of being
salaried employees
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Parent Support Provider Job Analysis
To involve the youth in the decision making process at every level.
Train professionals on family perspective, and family engagement and involvement skills, practices and policy.
Develop materials and publications which inform parents and the system on the full range of issues, news,
challenges and opportunities. Promote positive practice and innovation. Train and support family advocates on
their role, issues, and skills needed to support families, and collaborate with systems. Also, I want to emphasize
that as the state coordinator, I do more to work to impact system practice and policy at the state and national level,
and to support other family advocates, than doing direct advocacy to families. If I was doing direct support, most of
what I do monthly or weekly would be daily. I also want to emphasize that doing the system design, implementation
and monitoring is critical, and must be part of the job duty continuum that family advocates/parent support providers
can perform.
training of professionals. --collaboration, life stories of youth/young adults & parents/caregiver; "what works & what
doesn't"; offering information on community resources to providers/agencies membership/voice at different levels
(local/county, regional/state/national committees/workgroups) networking/interacting with other PSP's
training of staff--if this was here i don't remember it. we train 25% of our time. we study what we have done,
examine effectiveness, look at what else we could have done. training/coaching/supervision of staff all included
here.
Training staff over and over to maintain the voice and choice. Also, using family friendly (person first) language and
stopping judgemental thinking by staff. Stopping staff from using slurs and having staff listen during presentations
from families what they really have to expeerience. Building bridges through whole person/family attitude.
transportation, helping families learn how to reword what they say so professionals will listen
travel and attending mtgs and appointments is a big part of our jobs.
travel(home visits), trainings, appts with families, court appearences with families,
Understanding their child/children diagnosis.
urgency; frequency; intensity
Use what families taught me to help shape policy and procedure so that programs were family driven.
Validating/reflecting parents' strengths.
We as parent support providers meet our famlies where they are, so there are no two famlies alike, but they share
many of the same barriers. This is why we need to use our knowledge, resources, emotional support and advocate
skills to help our families pull and and manage life to the best of their abilities. Often times that means we have to
connect with other agencies and visit with other family support partners to be able to better assist those families, so
they can begin to stablize. We are forever learning and growing to obtain the most knowledge to gain those abilities
to help each family face the barriers, that are keeping them and their familes from stablizing to the fullest of their
abiilty, and be able to begin to connect to the resources, and understand how to search for them on their own.
Wraparound
Page 35
Parent Support Provider Job Analysis
Appendix C: Knowledge Ratings and Write-in Responses
Page 36
Parent Support Provider Job Analysis
Appendix C: Knowledge Ratings and Write-in Responses
Rating
3.94
3.90
3.86
3.85
3.85
3.85
3.85
3.84
3.84
3.84
3.84
3.83
3.82
3.79
3.79
3.78
3.78
3.78
3.76
3.75
3.75
3.75
3.74
3.74
3.74
3.73
3.73
3.72
3.71
3.68
3.68
3.67
3.66
3.64
3.63
3.63
3.62
3.62
3.61
3.60
3.60
3.59
3.59
3.57
3.55
3.53
3.50
Knowledge
1 Active listening strategies
32 Family engagement and involvement strategies
61 Strengths-based strategies for engagement
7 Available community resources
19 Confidentiality laws
34 Family-driven youth-guided care
60 Strategies for involving youth and families
43 Parental rights and responsibilities
8 Available resources
11 Barriers to family involvement
30 Family culture
51 Principles of family-driven youth-guided care
18 Community resources
40 Limits of confidentiality
3 Advocacy boundaries
4 Advocacy strategies
41 Mandatory reporting
24 Culture
55 Safety strategies
31 Family dynamics
26 Domestic violence (including child abuse, neglect, sexual assault)
33 Family issues and systems
15 Child serving systems
23 Cross-cultural communication
20 Conflict resolution strategies
56 Self-care strategies
13 Boundaries around sharing lived experience
52 PSP code of ethics
65 System navigation
10 Available training programs
6 Available community activities
27 Eligibility - programs, resources
17 Community culture
16 Coaching techniques
28 Eligibility - individuals, benefits
29 Emotional developmental stages
25 Documentation requirements
57 Sibling support strategies
5 Agency culture
12 Best practices
54 Resource eligibility
45 Parenting principles
36 Historical trauma
47 Planning strategies
62 Substance use
21 Continuous quality improvement principles
2 Adult learning principles
Page 37
3.50
3.50
3.49
3.49
3.46
3.46
3.45
3.45
3.45
3.44
3.44
3.43
3.43
3.41
3.37
3.36
3.36
3.30
3.26
3.25
3.24
3.09
3.08
Parent Support Provider Job Analysis
39 Liability
53 Relapse prevention
58 Stages of child development
44 Parenting curriculum
9 Available system literature
63 System culture
22 Criteria for best practices
37 Impact of system outcome(s)
59 Stakeholder roles and responsibilities
70 Value of data
67 System regulations and mandates
46 Physical developmental stages
42 Mobilization strategies
35 Funding streams
66 System outcome availability
64 System incentives
69 Terminology
14 Change theory
38 Legislative process
49 Policy-making process
48 Policy-making entities
68 Technical jargon
50 Political climate
(Note: Write-in responses are unedited)
Were any important knowledge areas needed for the work of Parent Support Providers omitted from the
survey?
Adult Services Transition Youth Services (18-24)
Being able to meet the family where they are and work on them from where they stand, as well as listen to
parents of what their expectations are and maybe help them reach for possible higher goals of their
expectation once expectations are achieved.
Child Mental Health Diagnosis Special Education Laws
de-escalation skills Levels or types of family support available
developing and maintaining an informed youth and family based. I see that this role could be usurped by
the employing agency. It is critical that the youth and families move forward and are driven by their
decisions rather than an agency contract or mandate. We can not lose informed Family Driven and youth
guided system development Medicaid can swallow us up and rob us of our uniqueness
Educational Rights & Responsibilities. Kids spend 1/3 of their day in a classroom and there is a direct
correlation between the school and it's impact on the home.
Focus on positives, when possible. Use different terminology. Look at what has worked well.
Communication skills-very important
Follow up...
I would perefer that we not emphasize best practices exclusively but also focus on emerging practices.
The use of best practices will keeep family partners for being able to grow ther field and maxamize
opportnities for the family. I also would like to see converrsation about natural supports.
Information on Child and Family Teams
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Parent Support Provider Job Analysis
It's not clear enough, the intent on this Knowledge piece...are you saying people have to have this before
they can even start providing parent support, versus being an expert parent support provider, or is this to
guide trainings; so much of this is learned on the job, or learned after one gets a job; if one has to be a
community expert to even begin a job, I would say there are far too many dynamics that can rapidly
change on many dimensions, culture and otherwise; it's the skill of being able to jump into a community
and quickly analyze, assess, attract resources and expertise, honoring people with roots and
understanding and engaging their assistance that can lead to better results; sometimes those who are
most deeply entrenched in a community lack perspective and become blind or complacent in a certain
aspect where the introduction of a new concept or framework from an outsider can be the catalyst for
growth and vision. Also, some of this was duplicative around resources (test validation question??)...
Other knowledge areas: audience analysis and modifying communication accordingly (beyond adult
learning principles)... How to apply data, asset mapping strategies to identify resources beyond system
navigation... I'm sure there's more :)
Knowledge of evaluation and assessment processes and instruments- not at the interpretive level, but
knowing what is appropriate to get the conclusion needed.
Knowledge of skilled, objective professionals
in all systems areas- clinicians, attorneys, government adminstrators etc. who can assist families in
advocates to ensure that accurate information is being used to support the child and family. Skilled in
facilitation of meetings and dialogue between parties, especially where there are conflicting positions.
knowledge of person or agency limitations--we (keys and staff) sometimes go too far in what we promise
or what we attempt--need to be realistic so families don't think we can do more than we can do.
life experience
Mentoring, basic medical terminology relating to MH, SA & IDD diagnoses and personal knowledge and
life experience as the parent/caregiver of a child receiving services and the personal skills learned and/or
acquired during this life experience
more on multi-cultural awareness for parent supporter persons who work with families who belong to
groups other than the parent support person.
More specific items concerning outreach and engagement Non-adversarial advocacy strategies
knowledge of special education process (at a basic level) and how to obtain an evaluation and basic
framework of how child moves through this process and what to expect. Parent advocate safety (not clear
if this safety referred to advocate or child) Group Management (not sure that's on here) Crisis response
Navigation of transition; supporting role shifts of parents as youth transition into adult service systems;
working with co-morbid DX (MH and DD; DD and SA; MH and Physical Disability; etc.)
Personal experience of raising a child with disabilities is not negotiable to be a PSP. It is much different
living with a child with disabilities than working with these children. Service providers get breaks; parents;
foster parents and grandparents do not. It is these years of real life experience and in lessons learned
navigating the SOC that provide the most usefulness as a PSP.
places to go to get real free legal help and financial help that will work and how to make it work for our
families in need
Referring to "Support Plan" - this is often the task of a case manager or other behavioral health
professional. A PSP will review, comment and ask for possible changes/areas to include. The parent is the
decision maker, and the provider holds the "treatment/service" plan documentation responsibility.
Strengths based strategies for engagement should focus on engagement of both families and child- and
family-serving professionals and systems
system dependence culture and creating self efficacy
the ability of systems or agencies to connect and speak to and with parents and youth
The importance of understanding the child's diagnosis.
transition issues
Using Good Ol' CCommon Sense!
Various levels of on-going Trainings to help improve families, and suport provider outcomes
Page 39
Parent Support Provider Job Analysis
We have a difficult time getting people to volunteer as family navigators for our FASD Clinic clients
because it is a very time consuming volunteer job. It also requires a nonjudgmental advocate with great
listening skills who is able to interact with people on all levels, and has a personal interest this area. If the
purpose of this certification is to support the knowledge base of people who are willing to act as Parent
Support Providers, then there must be some monetary incentive and the job should not be simply a part of
another job.
Wholistic treatment and support
Page 40
Parent Support Provider Job Analysis
Appendix D: Write-in Comments on Survey or New Credential
Page 41
Parent Support Provider Job Analysis
Appendix D: Write-in Comments on Survey or New Credential
(Note: responses are presented verbatim, unedited)
all your selection were for states none were for tribes.... this leaves out a group of people who do their
work in tribal nations. These are Nation/ States and might have to look inot validity of State certification
on tribal lands.
As a Support Partner I believe that the process is helping families and differs from services because it is
a process of teaching families self efficacy.
Awesome breakthrough in the Parent Support area. Thank you.
because of my many years in the field, my responses re. systems, legislative agendas etc. is no doubt
jaded. We regretfully have accomplished little in those areas despite much effort. Our success has
come one person at a time. I am certain advocacy for system change is important, but my failures in
that arena impact my evaluation of the worthiness.
Check the grammer of the first sentence at the begining of this survey.
Some of the answers/responses to the questions are too cut & dry.
Dee O'Neill, 4303 W. Palmira Ave. Tampa, FL 33629 (813) 465-3833 cell
Qualifications:
•Experienced Parent Liaison & Advocate for Children Mental Health and ESE
•Active community meeting member with a mission of promoting children’s mental illness awareness
and eliminate mental illness discrimination
•Resource Trainer for the USF Parent Connector
•Demonstrated accomplishments in planning, coordinating and facilitating family involvement in
community activities
•Trained in the System of Care Concept and its core values and guiding principles
•In-depth understanding of mental health and substance abuse systems and their protocols
•Proven abilities in prioritizing and multi tasking while meeting tight deadlines
•Certified in Microsoft Office and other graphic design and database applications
•Energetic, Organized and Goal-Oriented
•A parent of a child with ESE and Mental Health Issues
Professional/Related Experiences –
ESE and Children Mental Health:
•Responsible for training parents on how to effectively advocate for their children.
•Participated in extensive educational ESE trainings with an emphasis in IEP’s and 504’s
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Parent Support Provider Job Analysis
•Responsible for creating and support Parent Empowerment Circle/Parent Support Groups with the goal
to empower parents to become change agents in their communities
Project Organization and Coordination:
•Florida State Mental Health and Substance Abuse Planning Council Member
•Attend and serve on several community committees;
ESE Advisory Board, ASD Sub-Group, Out-of-School Time Sub -Committee, The Children Board
Advocacy, ECC Developmental Screenings, Children Services Staffing, Children’s Committee,
Community Purchasing Alliance, Local Planning Team, VOICE – Sexual Violence Task Force of Tampa
Bay
•Volunteer for Serve Locate Organization;
Catechist for Children’s Religious Education, Core Team Member for the Teen Life Group and EDGE
Middle School Youth Group at Christ the King Catholic Church and a PTA member at Daly Mabry
Elementary and Coleman Middle School
•Coordinated local food, clothing and toy drives for churches and schools
•Created an extensive Community Resource Guide for 2011 with an electronic and print version
Computer Skills
- Microsoft Office
- Adobe Photoshop
- FileMaker Pro
- Quark - AVID Master Editor
- Go Live (web design)
- Quicken
- Sound Edit Program
Employment History •Federation of Families for Children’s Mental Health Inc., Family Support Coordinator (2010 – current)
•YMCA, Special Needs Swim Instructor (2008 – 2010)
•Hillsborough County Public Schools, Parent Liaison (2007 - 2009)
•Wilton Art Appreciation Programs, President & Owner (1997 to 2008)
•Group W Satellite Communications, Creative Services Manager (1989 to 1997)
Education and Certifications •Duke University – Associates Degree
•Certified Recovery Peer Specialty for Family (trained 2010 and waiting on certification in the mail)
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Parent Support Provider Job Analysis
•Parents on A Mission – Certified Trainer
•Special Education Certifications; Writing and Implementing IEP’s, Developing 504 Plans, Florida
Behavioral Assessment Training, Matrix Scores Rating, School Choice, McKay Scholarships, RTI,
Accommodation vs. Modification of the Educational Curriculum, Early Childhood Interventions
•Special Education Law Certification
•Parents and Policy Makers
•Positive Parenting Certification
•Facilitator Training for ECC Developmental Screenings
•NAMI Member
•Excel and PowerPoint Advance Training Certifications
•Web Design Training in Go Live, BBEdit, Sound Edit Pro, & HTLM programming
•Graphic Design Certifications in Quark
•Adobe Photoshop Masters Training Certification
•Water Safety Instructor, Lifeguard, Swim Instruction, CPR and EMS Certifications
•Fairfield University - Certification in Creative Writing
•New York University Film School Certification in Directing Television & Film
•The Workshops – Certificated in 16 mm Camera and Film Directing
•Sony Video Institute – Certification in Directing, Editing and Film Production
I would a full time time helping families! Please contact me if you have any questions. Over the last
year and half I have work and services over 250 families... this is my passion!
From my personal experience, I feel that the questions will on an overall basis be above the level of
understanding of many of the Parent Support Providers. The questioning should have been formatted
in a less clinical nature. Simplicity would have provided you with a more certain outcome of your study.
I am inclined to believe that many people will go through this survey and simply check a box out of
distress. Most of the people I experienced working with in a Children's Mentoring setting had barely
received a high school diploma or GED. This survey will be overwhelming to them, and thus your
results will not be clear.
Great survey! Thanks
I am exited to see this process. I am currently working on a local certification for the state in which I live.
I attend several workshop in the West Tn area for seven years. To help education self to provide better
service for my daughter. Still seeking knowledge to over come new barriers in our lives and the
economic. The challenge is rough, tougher than in the past to find resouces to help fight your battle. I
enjoy the fight. Have enjoy being an Parent Support Provider it let other people know they are not alone
on this battlefield of incompetent people with degrees, that seeking true and knowledge can win the
war.
I believe that Parents Support Partners should be acknowledged for the work that they do with families
from the agencies to the state. My personal experience has shown that a support person is able to
connect with families quicker that other staff positions which allows needed services to be put in place
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Parent Support Provider Job Analysis
which helps the families to reach their goals.
I believe that there should be a Certification for Supervisors as well. There may be one with a lot of
experience working with families who do not have a child who was diagnosed with emotional,
behavioral or a mental disorder who could bring a wealth of experience, too. I believe they should not
be counted out in this process of credentialing.
I believe that this is a needed certification to asure that every family has the benefit of a educated and
trained Family Support.
I believe the training should be done partly by someone who is a Parent or Family Support Provider
versus being done by someone who has only knowledge of the role and no experience.
I could have been more helpful if i knew the definitions of many of these terms. I am not sure how i
define is same as you do.
I did not parent a child with emotional or behavioral issues. However I did raise a child with a profound
disability and was raised with a sister with emotional and behavioral issues.
I do not want a national certification to complicate and add bureaucracy to what is intended to be an
informal support unless it is necessary for the sustainability of the role which must be real and not
perceived.
I enjoy the work I do, and hope that I provide a service and support to the families I work with that helps
them feel their own voice and strength.
I enjoyed filling out the Ffcmh survey,questions. I also think that Parents that are in a leadeship and
readness role,should be the ones doing the Peer to Peer support with the families,as they are us and
we are them,so the passion of the work is always alive and strong..I love and enjoy helping other fellow
parents and working with the community at large.
Thank youso very much, for the oppotunity!!
I enthusiastically support the preservation and professionalization of this wonderful practice. Without
the skilled and caring volunteer family advocates who helped me with my children, I am sure their
outcomes would have been catastrophic. It was their mentoring that gave me the desire to be part of
making things better for all children and their families. This heart of advocacy needs to be part of the
training and profession. We are truly a helping vocation. Many families have called me their angel or
other endearing terms. We need to acknowledge the sacredness of the work we do, and model the
respect and dignity that all families deserve, by extending that mindset and caring in all endeavors we
participate in. No matter how adversarial, we must take the high ground, and encourage all to join us
there, for the sake of our children.
I feel I am qualified for this job because I have had first had experience working with developmental
individuals in an institutinal setting and in the home. I also have a child with mental disabilties who I care
for daily. I also have family members with mental disorders, so I feel I have a lot of hands on experience
that I am able to share with the families that I represent. I hope to bring a lot more to the table and I
want to make my clients feel like they can talk to me without feeling intimidated. I really go the distance
for my families because I to was in there place at one time.
I feel it is important for Parent Support Providers to have certification to show the professionalism of the
position for families. There is an important balance between helping family and getting to personal with
ones own experiences. The training and certifcation process helps Parent Partner to understand
disclosure and fostering a supportive relationship.
I feel parent support is very much needed. I did not have help when my daughter was going through
hard times. Knowing Finger Lakes Parent Network and working with Familys. Has help me to grow in to
a good person and parent.
I feel that having a child with emotional, behavioral difficulties is the most significant asset for the Parent
Support Case Manager.
I feel the certification program will be an assest to the few of us providers and will encourage & educate
more family members to apply for much needed jobs in the field
I find it difficult to state what information is the most important to the PSP. Because they work with a
variety of families they may need very different information with each family. The PSP needs to know
where to go for information and have close supervision. Understanding boundaries, and adhearing to
them is a common theme over the years I have worked with PSP.
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Parent Support Provider Job Analysis
I have found my job very rewarding and have learned so much that I am very thankful. I truly didn't not
have the knowledage or understanding of all the different issues that families have to deal with in
regards to mental health issues.
I hope this survey will make a diffrence
I just have to say the Parent Partner Program should be used in every sate, county, & city!
I just wonder why in the ethnicity section there is not an middle-eastern/arab option--or merely an
"other" option for folks of mixed or other heritage than the ones listed. Might be helpful to at least add
other perhaps with a space to specify what other is.
I love being a Family Support Partner, the training and personal experience has been an asset.
I really didn't understand all the questions and would have like a "NA" provision for a few
I think a vital part of being in this role is the personal experience level brought to the job, it is hard to
effectively relate to others and aid them in excepting change when you have no real understanding for
the lives they live. In my own life, my most effective supports are those people who have traveled some
of the roads I have.
I think it is important that Parent Advocates are aware of system navigation and policies and
procedures, however, I think the most important part of being a Parent Advocate is helping each
individual parent/consumer that we work with aware of what is going on -- and help them learn to
navigate the system. It is not the responsibility of the Parent Advocate to understand every aspect of
all agencies within the system. It is their responsibility to build communications between the parents
and the agencies so that everyone better understands and can have better outcomes. Listening,
believing, providing hope, and helping the team focus on Family First are the biggest parts of our jobs.
We provide co-training on Child and Family Team meetings to stakeholders and agencies to help them
understand that the Family should be the center of everything and if they are not involved in the plan, it
may fall apart and the family may be back again and again. Please don't lose focus on how important it
is to families simply to have someone by their side who can help them understand what is going on,
listen to them, and give moral and emotional support when it is needed. A lot of this survey was
focusing on areas of importance on what areas Parent Advocates need to have knowledge on -- don't
turn this into a four year degree requirement where we have lost sight of REAL LIFE EXPERIENCE and
how important that is as well.
I think it's important to also ask if the individual completing the survey has experience as a consumer of
MH services as an adult or as a child.
In addition, there are so many specializations in this field it would be great to identify that as well. For
example: CPS/Child Welfare, Residential Placement, Social Security (SSI/SSD), and etc...
I think some of the questions might be easier to answer if there were an example of what the question
meant. Some Parent Support does not use many of the specific wordings used in this survey.
I was not clear on a couple of items.
1. Advocate for Policy Change - whose policy? What policy? - Government level or Agency level?
Makes a difference.
2. Parenting Skills - I don't believe it is the job of PSP to teach parenting skills unless they have had
extensive training in that area and can train in a non-objective manner. I believe that PSPs should with
the help of the Provider Agency have the parent take parenting courses if needed. I do believe the PSP
can help the parents find another avenue to engaging their child by trying different strategies.
I would absolutely love to go through the credentialing process once it becomes available. I feel it
would give me validity with local schools as I only have a high school diploma.
I would like to be a certified parent peer supporter. I would like to be certified and for it to be recognized.
I would like to see this cedential process of testing be more practical than technical and political. We as
PSP will be trying to get the credentials needed to assist families in a greater way. So please please
listen to our voices when putting this process together. Keep plain language and simplicity a priority. I
would hate to have been an advocate working with families for 3plus years and not pass the
credentialing because of complexity and political questions that I may not be aware of.
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Parent Support Provider Job Analysis
Thanks
I would like you to know that I started work 7/11/11
It is my hope the Parent Support Provider credential will happen. This journey will not be easy, but
please continue. Let me know if there is anything I can do, because I would love to remain involve.
Teka Dempson
Lead Family Partner Coordinator
BECOMING (SAMSHA Project Durham, NC)
919.491.3755
teka15demp@yahoo.com
I've been a youth with the stated disabilities (MH and DD) evven though I have not parented a child or
youth with them. assuming that parent support is restricted to current system navigation is a flaw. My
work has in the past been around helping parents transition from advocate to supporting self-advocates
as the youth transition into adulthood. This important role in parent support work was completely
ignored in your survey, instead fixating on children's service systems.
Just a note that I am paid a full time salary to support families, however in addition to that I am a
facilitator in the community of several workshops and participate on several consumer/family and our
Single County Authority (SCA) board. That is why I indicated 75% vs 100%.
List of education should of included AA or AAS degrees instead of just some college.
Lived experience is essential.
Parent Peer Specialists (as we're called in WI) are Essential & Non-Negotiable entity of any service
delivery system involved with youth & families who are impacted by MH & SA disorders.
Male , female or other what is other D and A says male or female there is no other we must speak turth
or shut up.
Much of my emotional, educations, and practice was introduced through agency, other parents, summit
from DSS, MeckCares System of Care CFT training in the Mecklenburg County, Charlotte North
Carolina. I agree the survey has painted a protrait of the need to strengthen our Children and Families
with challenges to become an asset to our society. Certified Parent Support Provider increase the
knowledge and empower families not only from an emotional state but real support in the process of
developing a Family Home Economic success.
None at this time.
Not at this time
Parent Support Provider Job's do make a difference to families. I see it every day. I watch families go
from hopelessness to hopefull, from dispare to determination, from fear & anger to being in awe of their
loved ones strength and abilities, from resentment to Love. Families need those who have been there
and done that to understand in a way big agencies can't. We give them the power and courage to over
come the stigmas of society and create a new normal in their lives.
Please continue to do the important work that you do. I work full-time, and I don't make enough money
to live even modestly. If my husband didn't work, I could not not do this important work that I do. There
must be a way to get people understand how important my work is. There is a vast array of people with
different and rich backgrounds that can have a big impact on our society. People need help. They
need everything along the spectrum from education to crisis intervention for children and families. Our
country is in a pitiful state when it comes to work like I do. Also, I was a teacher and I feel the same way
about the need for excellent standards for educational issues. Families are not raised by families. A
depressed, violent, selfish, ungrateful, society with low or no values are raising children and shaping
what the word family means in America. Things are falling apart and society cannot afford to not spend
the time, money, and resources needed to create a country with a solid family ethic. The higher the
standards we place on professionals, the higher the standards of work will be done to help those in
need. More training, awareness, and advocacy is needed. Please make this happen!!
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Parent Support Provider Job Analysis
Please Please allow this to be free of all the technical jargon and big words. Please make this family
friendly. I wld hate to be a family partner all these years, working day to day with families, and not pass
the credentialling because it was to complicated and political rather than family friendly and driven.
Thank you!
Providing family support workers with a credential is important to their credibility however in addition
providing college credits will allow fsp with the incentive to continue their education. I believe that it is
important for fsp to continue their education whether to achieve their bachelors degree, high school
diploma/ged, or continue on to a master's degree.
Thank you for seeing the importance of what we do and validating the role of the Family Partner. Good
luck to you as you develop this training.
Thank you for the chance to be involved. I hope the information I provided will be helpful. I hope you
take in consideration to make the testing process flexible ex: Accommodations for various learing
styles,time, cost, support for testing.
thank you for this oppertunity
Thank you for this opportunity to support us!
Thank you,
I sincerely hope this will assist our community service.
Thanks for supporting this very important work.
The primary concerns i have, although the credentialing process is imperative!!, are twofold> One, cost
- as a single parent of 2 children with special needs, it will be next to impossible for me to come up with
hundreds, let alone thousands of dollars to pay for the training. Secondly, time -- I work full time and
have 3 children, 2 of whom have special needs....I know the training is essential and a very very good
thing, I am perplexed how to attend courses with my constrictions which bring me to the field and have
been in it for 23 years.
the survey should outline a few questions directly supporting our youth moving into adult services. I
have a 22 year old young adult male and a 7 yr old maile (grandchild).
The work will do is hard work and we do it because we truly want to help others and the lived
experience we have allows us to have so much to share with other families. I am so happy to see that
we are acknowledging the importance of what we do.
This is a great idea especially if in the implementation of it, the certifications will help prepare PSPs for
advocating for our kids' access to services they desparately need - and which also helps the entire
family and extended family to cope and be productive in society. AND, if this will help ensure that our
kids and families have access to health care without the stigma of "pre-existing conditions."
This is an excellent tool
This occupation does need to have certification level; it could help open opportunity for employment
growth in this as a FIELD, and would treacle down to supporting more families that need services,
possible in a variety of community agency or settings.
One thing I am aware of, once you leave the community of Systems of Care, and take with you all the
skills learned or have, you have limited opportunity of employment or growth in this occupation because
this field has not been established.
Very Excited!!!
Wasn't familiar with all the terms used in this survey. Would have been helpful to have a page of
defiinitions available.
we talk alot of credentailing parent partners but so far we haven't gotten a good enough start and I'm
tired of waiting, we need to get going on the education and training like with conflict resolution, and
resource navigating, while we wait our families and communities suffer
With the exception of a few areas the survey was quite through and allowed me to rate what I do in an
objective manner. Currently, for me too much emphasis is placed on meeting productivity standards
instead of quality outcomes in the lives of real people. I believe there should be various levels of the
certification process that allows the person to choose what is best for them but also allows for growth
andcontinued training and supervision by a Parent Support Qualified Mentor.
You seemed to have covered the most important areas of our work. It is the Best Job Ever!
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Parent Support Provider Job Analysis