Kentucky Administrative Regulations › Title 908 - CABINET FOR HEALTH AND FAMILY SERVICES - DEPARTMENT FOR DEVELOPMENTAL HEALTH, DEVELOPMENTAL AND INTELLECTUAL DISABILITIES › Chapter 2 - Mental Health › Section 908 KAR 2:230 - Kentucky family peer support specialist

Current through Register Vol. 51, No. 1, July 1, 2024
RELATES TO:
				KRS
				200.505,
				210.010,
				210.040,
				210.370-485,
				222.211
NECESSITY, FUNCTION, AND CONFORMITY:
				KRS
				194A.050(1) requires the
				secretary of the Cabinet for Health and Family Services to promulgate
				administrative regulations necessary to protect the health of Kentucky citizens
				and to implement programs mandated by federal law or to qualify for the receipt
				of federal funds.
				KRS
				210.450 requires the secretary to promulgate
				administrative regulations governing qualifications of personnel and standards
				for personnel management for community programs for mental health or
				individuals with an intellectual disability.
				KRS
				222.211 authorizes the secretary of the
				cabinet to promulgate administrative regulations to assure that there is the
				provision of prevention, intervention, and treatment services for both
				juveniles and adults to address the problems of addiction to alcohol and other
				drug abuse within individuals, families, and communities. This administrative
				regulation establishes the minimum eligibility, training, and supervision
				requirements for a Kentucky family peer support specialist.
Section 1. Definitions.
(1) "Child-serving agency" means an agency
			 represented by the State Interagency Council.
(2) "Client" means a child or youth with a
			 mental health, substance use, or co-occurring mental health and substance use
			 disability whose parent or family member is receiving family peer support
			 services on behalf of the child or youth.
(3) "Core competency" means the knowledge and
			 skills in Section 3(3) of this administrative regulation that an individual
			 must demonstrate in order to successfully complete the Kentucky family peer
			 support specialist training.
(4)
			 "Department" means the Department for Behavioral Health, Developmental and
			 Intellectual Disabilities.
(5)
			 "Kentucky Family Leadership Academy" or "KFLA" means a prerequisite training to
			 a KFPSS core competency training designed for parents, family members,
			 caregivers, and youth leaders that fosters initial leadership
			 development.
(6) "Kentucky family
			 peer support specialist" or "KFPSS" means an eligible parent, or other family
			 member who has fulfilled the requirements in Section 2 of this administrative
			 regulation.
(7) "Lived Experience"
			 means the experience of a parent or other family member in navigating the
			 receipt of services and supports for a child or youth that are directly related
			 to that child's or youth's mental health, substance use, or co-occurring mental
			 health and substance use disability as defined in the current edition of the
			 American Psychiatric Association's Diagnostic and Statistical Manual of Mental
			 Disorders (DSM).
(8) "Regional
			 community mental health center" or "CMHC" means the board established by
			 KRS
			 210.380 and governed by
			 KRS
			 210.370 to
			 210.485.
(9) "State Interagency Council" is defined by
			 KRS
			 200.505.
(10) "Training curriculum" means a total
			 package of learning activities designed to achieve the goals of the training
			 program with:
(a) The objective that trainees
			 will acquire the specific knowledge and skills (competencies) needed to perform
			 the duties of a Kentucky peer support specialist; and
(b) Four (4) primary components, including:
1. Content or information to be transmitted,
			 including:
a. Theoretical framework;
b. Conceptual rationale;
c. Best standards of practice;
d. Application to direct practice;
			 and
e.  Congruence between and
			 within sections;
2.
			 Organization of the curriculum, including structure, format, and sequencing,
			 incorporating:
a. Concordance with the
			 natural learning process;
b. Design
			 of each section linked to specific learning objectives, with adequate time
			 provided for each;
c. Linkages
			 between sections;
d. Knowledge and
			 skills that are conceptually related, or that are performed together on the
			 job, are taught together; and
e.
			 Retention and understanding facilitated by principles of sequencing (from
			 simple to complex, from the universal to the exception, and from fundamental to
			 more refined applications) and repetition;
3. Training methods appropriate to adult
			 learners in an applied setting, in each section or topic area, including:
a. Discussion to promote exploration and
			 understanding of the topic;
b.
			 Experiential exercises or simulations; and
c. Presentation of the same concepts using a
			 variety of learning strategies (for example, hearing, seeing, modeling, and
			 then practicing) to ensure that trainees with different learning styles can
			 assimilate the knowledge; and
4. Evaluation methods, including:
a. Trainee knowledge assessment through
			 testing, with achievement of a passing aggregate assessment score of at least
			 seventy (70) percent; and
b.
			 Trainee performance reviews of trainers.