Parent Partner Training Academy: Developing a Parent...
Transcript of Parent Partner Training Academy: Developing a Parent...
Parent Partner Training
Academy: Developing a
Parent Partner
Certification Program in
Los Angeles CountyMike Alba, PsyD
Fatima C. Baldizon
Carmen Diaz
Fran Goldfarb, MA, MCHES, CPSP
Marcia Taborga, PhD
PPTA Team
Marcia Taborga, PhD
Co-Founder and CEO
Seedling Consulting Group
Fran Goldfarb, MA, MCHES, CPSP
Director, Community Education
USC UCEDD CHLA
LA County DMH
Mike Alba, PsyD
Prevention Services Administration
Family and Community Partnerships
Fatima Carmen Baldizon
LAC Prevention Services Bureau
Carmen Diaz
LAC Child Welfare Administration
Overview
Parent Partner
Training
Academy
History
○Parent Partner Driven/Parent
Partner Informed
◦ Included topics relevant to all parent
partners and also included specialty
topics for parent partners working
with select populations.
○ Funded through the Workforce
Education and Training (WET)
○ Mandatory for all incoming
Wraparound Parent Partners
6
Parent Partner
Trainings
General Skills
Symposium
Specialty Skills
Reflective Supervision
Training
Supervision and
Program Integration
Parent Partner Training Academy v1.0
Evaluation
Program Review
○Parent Partner Training Academy
◦ USC UCEDD CHLA
○Symposium
◦ LA Training Consortium
○Reflective Practice Training for Supervisors of Parent Partners
◦ USC UCEDD CHLA
○Evaluation
◦ Seedling Consulting Group
Parent Partner Training Academy v1.0
2 levels
of
Trainers
○Focused on Sustainability
◦ Trainers
• Ensure availability of future trainings
◦ Master Trainers
• Ensure availability of trainers
• Manage the PPTA training and
certification program
Master Trainers
○ Trained and approved by Training
developers
○Conduct Training of Trainers
○Conduct observations of new trainers
○Supervise trainers
○Administer certification exams (in
collaboration with PPTA Point Person)
○Help to Mentor, grow and support all
parent partners
Trainers
○ Conduct PPTA trainings
○Participate in supervision/mentoring activities
○Must be approved by Master Trainers
Certification
Exam
PPTA by the
Numbers
○To Date:◦ 13 Essential Skills Trainings held
◦ 205 have taken some of the 12-day training
◦ 84 have completed the 12-day training
◦ 43 have taken and passed the certification test
▪ 10 honorary certifications to PPs who helped developed the exam
◦ 1 Master Trainer Training
▪ 2 Master Trainers Completed
▪ 3 more in final stages of completion
◦ 2 Trainings of Trainers
▪ 8 Trainers Completed
▪ 16 more pending completion
Parent Partner
Training
Academy v2.0
Next steps:
○ Parent Partner Training Academy – Essential Skills Training
◦ Expansion and updates
○Continuing Education
◦ Specialty Skills Trainings
◦ Mentoring Skills
○Certification Exam
◦ Alternate Versions
○Supervision and Program Integration
◦ Network Meetings and Trainings
○ Expanding the program
Development of
the Parent
Partner Trainings
[edits]
Phase 1
An evolving
Process
Content Experts
○Liz Barnett, CSULB
○Fran Goldfarb, USC UCEDD
○Joyce Javier, USC UCEDD
○Linda Landry, FRCNCA
○Vickie Mendoza, UACF
○Adriana Molina, CII
○Karen Rogers , USC UCEDD
○Sylvia Thompson, NAMI
○Marian Williams, USC UCEDD
Training Team
○Fran Goldfarb
○Linda Landry
○Adriana Molina
[edits – slide moved]
Original
Training
Model
○ Develop and Conduct 3 Levels of Training for
Parent Partners
○ Each training will be
• 5 days
• Skills based
• Tied to Certified
Parent Support
Provider (CPSP)
(FFCMH)
○ Level 1 – Foundation
Skills
○ Level 2 – Direct
Service
○ Level 3 – Training
Supervision
Morph
#1
3 becomes 4
Foundation Skills – 5 days
Direct Service -5 days
Supervision -2 days
Training Presentation – 3 days
Morph #2
Essential S
kill
sFoundation
Direct
Presentation
Feedback from
• Evaluations
• DMH Staff
• Master Trainers
• Co-trainers
• Evaluators
• 12 Day (72 hour) Training
• Preparation for LAC DMH Parent Partner
Certification
• Now required for all Parent Partners in Wraparound
• Skills Based
• Essential Skills for all Parent Partners/Parent Advocates
regardless
of agency or program
• Topics may be addressed several times •For greater depth
•To incorporate other learning
•Increase opportunities for practice
The Role of the
Parent Partner
Soft SkillsWorking with
Parents
CultureCrisis
Management
Your Journey/
Telling Your
Story
Resources
Domestic
Violence
Navigating
Systems
Working on
Teams
Trauma
Informed
Care
Communication
Dispute
ResolutionPresentations
/ Facilitation
Mental
Health
Phase 2
PPTA Revised
TOT
Training of Trainers
Requirements for Trainers
• Complete a 12-day training
• Pass the test
• Complete the 2-day TOT
• Conduct a 12-day training • Training teams (2-3)
• With observations
Role of the Trainer
Qualities of a Trainer
Reviewing the
Training Curriculum
Personalizing Your
Training
Training
Considerations
Training Materials
and Handouts
What Do I Do If?
Practice
Presentations
Challenges &
Lessons Learned
○Conveying purpose of the training
○The importance of training specifically for
PP/PAs.
○Different levels vs. training for everyone.
○Unyielding timeline
◦ PP/PAs are expected to keep up
productivity during training
○Keeping discussions on point
○This was a very different type of learning
for some Parent Partners.
[edits]
Next
Steps
○ Edit Curricula
◦ PPTA
◦ TOT
○ Develop Mentor Training (for Master
Trainers)
○ Enhance Professional Development for
◦ Trainers
◦ Master Trainers
Parent Partner
Training Academy
Evaluation
○D
EM
OG
RA
PH
ICS
Educated
English-
speaking
women
over age
35
N=95-96
BA
CK
GR
OU
ND
Full-time Parent
Partners with
varied years of
experience
4.4 or higher
High self-
reports on
core
competencies
.
4.4 or higher
High self-
reports on
additional
outcomes
Phase I
TRAINING
SATISFACTION
Trainees rated the training as VERY high on
all domains.
TRAINING
SATISFACTION
What Worked?
CONTENT
○Motivational Interviewing
○Resources
○Ways to Tell Story
○Role
○Brain Development
○Trauma
○DMH, DCSF, School
PROCESS
○Role Plays
○Vignettes
○Sharing Stories
○Sharing Resources
TRAINING
SATISFACTION
Improvement
Areas
MORE TIME PARKING
COFFEE!!Agency
Administrators &
Supervisors need
this training
Evaluation
“Morphs”
○Online survey offered in-person at trainings
○Survey shortened
○Questions shortened for clarity
○More variety in response options for
attention
○Questions rephrased, improved to get at
skills/knowledge rather than ability
◦“I know” instead of “I am aware of”
◦“I do” instead of “I am able to”
OutcomesPhase 2
38
PPTA 2
impacted all
outcomes
except
Attitude
39
No
Significant
Differences!
TOTs
Outcomes
were similar
to CHLA.
Phase II
TRAINING
SATISFACTION
Trainees rated the training VERY high on all
domains.
Phase II
TRAINING
SATISFACTION:
How did TOTs do?
On average, TOTs scored higher!
SUMMARY
TRAINEE OUTCOMES
○Phase I no significant
differences
○Phase 2 significant
pre to post differences
○Pre to post
differences were the
same for TOT and
CHLA trainees
TRAINING SATISFACTION
OUTCOMES
○Trainings rated very high
in all domains for Phases I
and 2
○TOT trainings rated high
○TOTs were rated esp
high on “Topic Relevance”
LESSONS
LEARNED
○Close collaboration with trainers, PPs, DMH
was vital
○Survey questions need to be revised to
really get to what PPs know and do
○TOT trainees can do as well as their trainers
with support
Developing the
Certificate Exam
○Marcia Taborga
Lessons LearnedInclude PPs
Plan to Maintain
Take-Aways
from this
PresentationOur Products –
BlueprintCertificate Exam
Our Process -
included PPs
“Ideally you use subject matter experts
to inform content and rate questions.
A good number 4-6 experts.
Parent Partner
Role in
Development
SUBJECT MATTER
EXPERTS (SMEs)
○10 PP from LA
County
○All attended PPTA
Essential Skills AND
PPTA TOT
○Each wrote
approximately 15
items
○Each rated every
single exam item
SME Content Develop
○Four (4) hour training
on exam content and
writing questions
○Decided on exam
content, areas of focus,
types of questions that
work for PPs
○Trained on how to
write clear, fair, relevant
questions
○Follow-up training via
Seedling support on
items
SME Rated Items
○Four (4) hour scoring
day
○Trained on how to
score items
○Reviewed full alpha
exam, scored every
item, reviewed scores
as a group
○Discussed discrepant
ratings
○Revised items
Step 1.
Develop Blueprint
“First, let’s be clear on “Who”
Our target audience is made up of Parent
Partners who completed the PPTA
Essential Skills Training
PPTA Essential Skills Training
Minimum
CompetenceSME Defined Competence
Minimum
Competence
Q: What is the minimum competency of a
person that we want to pass the exam?
SMEs answer:
“Attended the full PPTA training, grasped the most important content.”
Step 2.
Develop Content
Exam Content
Development
Method
○Each SME wrote approximately 15
questions
○Questions revised as needed with SMEs for
clarity
○The best of those questions were sorted
into a 76-item “Alpha Exam”
○All 76 questions were rated SMEs
How to rate the
item
For the target group defined as a person who
“Attended the full training,
participated, and grasped the most
relevant content.”
SMEs asked themselves…
“What percentage of the target
group testers would get this item
correct?”
Product:
Beta Exam
50-Item Exam, Paper-Pencil Exam
○ Multiple-choice, some matching
○ Short question stems, vignettes
○ 90 minutes allowed
○ Afterwards, testers gave feedback on
exam overall, specific items
Pass-score based on SME’s ratings = 43
Test the
Beta Exam
Method
○ 22 Parent Partners took beta exam
◦ Work experience as PP ranged from 6 mo to 15+ years
◦ Must have completed the PPTA training to take exam
○ Item analyses
○ Reviewed results with PPTA trainers &
PPTA team, SMEs and parent partners
◦ Deleted 3 questions, revised 4 questions
◦ Modified pass score from 43 to 33
Certificate Exam
Final Certificate Exam*
○ Paper-pencil, 50-item exam
○ Purpose - Assess PPTA core competencies
○ 90 minute exam
○ Items primarily multiple choice
○ Pass Score = 33
*See Blueprint for details
Lessons Learned
○Parent Partner
Input
○Time-consuming but
invaluable for
relevance, fit, and
quality of final product
○Increases community
buy-in
○Target Audience
○Important to keep
target audience in
mind.
○We used straight-
forward language, no
negatives (which is
not), and no trick
questions.
○Scores were lower
than predicted so
testing out the exam
was important
Plan to Maintain
Certification
○Develop the process
to administer the
exam, score the exam,
think through what
happens for those who
don’t pass, and how to
provide feedback.
○Multiple exams are
needed as public
becomes familiar with
items
○On-going training
Implementing the
Training
Conducting
Trainings
○15-20 people
○Must have lived experience
○ 2-3 trainers
○12 full-day sessions
○Weekly
○Throughout Los Angeles County
○Open to all Parents Partners
The Trainee
Experience
○Most liked it and felt it was valuable
○Many Parent Partners felt this was the first
training they had that was specifically
designed for Parent Partners
○Big Commitment
○Learning and unlearning their role
• Providing a foundation with theory and
structure
Trainer
Experience
○Pre-planning is essential
○Co-Trainer is partnership rather than multiple
people
• Roles should be clearly defined and agreed upon
○Many areas of responsibility
○Trainers need a wealth of information on the
modules they teach.
○You have to monitor the learning of the group
• Tag team if needed
• Check your ego
Lessons Learned
○Not all participants understood the
purpose of the training
○Some Parent Partners still had to meet
productivity while they were going through
the training.
○A lot of anxiety around the exam
• Sometimes overshadowed the value of
learning
• Study groups helped
○Some of the activities felt artificial because
they were necessarily brief
Questions?