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The Teaching-Family Model: An Evidence-Based System of Care Providing Support, Structure

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The Teaching-Family Model: An Evidence-Based System of Care Providing Support, Structure & Strength THE MODEL & ITS APPLICATION IN RESIDENTIAL CARE – PowerPoint PPT presentation

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Title: The Teaching-Family Model: An Evidence-Based System of Care Providing Support, Structure


1
The Teaching-Family ModelAn Evidence-Based
System of Care Providing Support, Structure
Strength
  • THE MODEL ITS APPLICATION IN RESIDENTIAL CARE
  • Presented by Robert Milner, President TFA
    BoardandPeggy McElgunn, Esq.Executive
    Director, TFA

2
Model began in the late 1960s
  • Three way relationship between Achievement Place
    for Boys, University of KS, and National
    Institutes of Mental Health

3
Focus of Model Development
  • Early efforts centered on teaching to address
    individual needs
  • Learning theory can be taught to many including
    TEACHING-PARENTS

4
Foundations of the Model found in psychology
  • Behavioral Science
  • Person centered interventions
  • Can be concurrent with other approaches

5
TFM Agencies
  • There are 16 Certified Agencies 4 Developing
    Agencies 26 Supportive Agencies
  • Developing Certified Agencies undergo initial
    or recertification according to standards
  • TFM is one of the only childcare models that are
    well defined and can be replicated.
  • The \model is designed to train/provide OJT
    support to practitioners to prioritize teaching
    along with caregiving
  • Practitioners are expected/required and held
    accountable

6
Major Components are trained and provided by
Practitioners!
  • Emphasis on relationship development
  • Creating a family-style
  • Therapeutic living environment to provide
    children with a loving/care atmosphere to
    facilitate
  • Child/client learning of social, self/care skills
  • Reintegration in public schools community
  • Children are provided the opportunity to live as
    normalized a life as possible in spite of their
    circumstances

7
Centered Accountability
  • Practitioners are responsible and/or actively
    participate as treatment team members
  • They Coordinate, assist and/or facilitate
    services
  • They teach children functional social skills,
    respect for others, responsibility
  • They teach academic/vocational skills for better
    performance
  • The TFM believes children can learn new ways of
    interacting the focus must be on providing new
    opportunities

8
Ingredients of TFM Behavioral approach to
treatment
  • TFM views behavior as learned eligible to be
    changed
  • Practitioners hold the children accountable for
    their own behaviors
  • Practitioners who are skilled helps each child
    understand his/her personal control and learn how
    to achieve individual goals.

9
Ingredients Consumer Orientation
  • No program can be successful without the support
    of the local community stakeholders
  • Teaching-Family Model agencies realize
    information about program quality and
    effectiveness comes from consumers and
    stakeholders the youth, parents, mental health
    providers, childrens service agencies, court
    workers, teachers at school, etc.
  • As part of the teaching parents evaluation
    process, consumers and stakeholders are given
    routine opportunities to assess the program and
    give feedback
  • Formal consumer evaluation process provides
    social validity as well as efficient outcome
    measures

10
Ingredients Goals of the Model
  • Effective
  • Humane
  • Replicable
  • Cost-Effective

11
TFM is Effective
  • Assist youth families with the remediation of
    problems
  • Assist with family reunification when possible
  • Provides a comfortable pleasant environment for
    youth to learn critical social academic skills
  • The biggest success for its effectiveness
    involves individualization opportunity for youth
    to have input program incorporates concepts from
    resiliency theory program utilizes and outcome
    orientation that measurers progress tracks
    identified program and outcome goals for agency

12
TFM is Humane
  • Extensive constant time energy is spent safe
    guarding youth rights
  • Advocates for youth families involvement in the
    treatment program
  • Primary focus centers on teaching not punishment
  • Rationales are used to help explain why the type
    of teaching is occurring the benefits of the
    desired behavior
  • All of these factors combined create a program
    that is positive fosters mutual respect between
    the practitioner and children

13
TFM is Replicable
  • Replication dissemination of the TFM is
    possible because it is well defined developed
    into system components
  • Training
  • Consultation
  • Evaluation
  • Facilitative Administration
  • The components maintain the program quality
    because program success depends on systems
    processes rather than individual talents or
    expertise
  • The entire system requires that all who work
    within its program structure are held accountable
    for performing the tasks necessary to support the
    program (i.e., practitioner, program
    supervisors/consultants, trainers, evaluators,
    and senior mid-level administrators)

14
TFM is Cost Effective
  • The program is cost-effective, particularly
    compared to other treatment programs, because
  • It is designed to be community-based and
    therefore can take advantage of resources already
    available in the area
  • Transforms practitioners into treatment
    providers, empowering and requiring them to do
    more than just custodial care.
  • Practitioners live with and know the children
    well. As workers become skilled, placing much of
    the decision making power with them increases
    their investment, productivity retention
  • Practitioners stuck in custodial care can be
    identified through quantitative data for ongoing
    skill development.

15
Systems Staff Selection Training
  • Practitioners/foster parents are selected to
    provide services to clients based on ability to
    provide individual treatment in a positive,
    affirming manner
  • Training typically lasts one full year
  • Training starts with pre-service training
  • Ongoing training occurs with goal of establishing
    maintaining knowledge kills
  • Skill based training
  • Concepts, skills behavior rehearsal, practice to
    criterion, the teaching procedures

16
Systems Consultation
  • Consultation/Supervision provides competency
    based management support
  • Consultation continues the training process
    through observation of practitioners
    implementation of skills learned in pre-service
  • Through feedback, problem solving discussions and
    data analysis, the consultant develops the
    practitioners ability to individualize
    principles for maximum effect
  • Consultant provides on-call support,
    trouble-shooting for challenging client
    situations, coaching during times of crisis and
    case coordination, liaison to the program
    administration

17
Systems Evaluation
  • Quality Assurance that the TFM and strategies
    defined by the childs individualized treatment
    plan are implemented.
  • Evaluation culminates in the sought after goal of
    certification as a practitioner
  • Certification is attained through participation
    in an evaluation which is a comprehensive review
    of all program components by trained evaluators
  • Review includes an on-site observation of the
    practitioners implementation of principles
  • The evaluation process aims to ensure quality at
    an organizational level through examination of
    systemic patterns and trends indicating success
    and/or the need for modification to training or
    consultation or administrative components

18
Ingredients Program Components
  • Teaching procedures
  • Effective Praise
  • Teaching interaction
  • Planned/preventative teaching
  • Intensive teaching
  • Problem solving (SODAS)
  • Self-government
  • Relationship development
  • Counseling
  • Family-Style living
  • Consumer involvement
  • Client Advocacy
  • Diversity
  • Professionalism

19
Integrated Systems
Training
Evaluation
Consultation
20
Systems Facilitative Administration
  • Administration has the goal of supporting
    practitioners by providing a work environment and
    resources needed to equip them to deliver
    services
  • Administration ensures that all delivery systems
    are interacting and supporting one another
    appropriately
  • In non-model agencies, components can be found in
    a departmentalized framework. Essential to Model
    fidelity is integration and continual interaction

21
Teaching Family Agency System Integration
Teaching-FamilyHomes
Site Services Practitioner Selection Practitioner
Training Practitioner Consultation Practitioner
Evaluation Program Evaluation Facilitative
Administration System Interventions
22
Systems provide Support -- TRAINING
  • Training provides skills to practitioners to
    manage increasingly challenging clients
  • In todays environment, clients will only become
    more challenging requiring great learning and
    understanding in order to be successful
  • Services will constantly improve as training
    evolves with skills ability.
  • Training provides confidence and support to
    develop and empower autonomy
  • Training provides great resources for clients
    both currently in care and expectedyou can
    handle more clients

23
Systems provide Support -- CONSULTATION
  • Consultation provides ongoing training and
    support
  • Very supportive and encouraging emphasis always
    focuses on strengths with opportunities to
    improve
  • Individualized improves the relevancy, value
    and delivery of ongoing training
  • Social worker moves into a coaching role using
    adult learning principles
  • Social workers encouraged because reource parents
    advance their skills and abilities

24
Systems provide Support -- EVALUATION
  • Practitioners have a goal to attain with specific
    skills outlined to reach the goal
  • An objective, third party provides review and
    quality assurance ensuring agency is able to
    improve servicesall ways and always!
  • Specific areas for strengthening are outlined
    enabling everyone practitioners and social
    workers to move forward with confidence
  • You can reach new levels of service and therefore
    are able to handle new levels of clientele
  • The best and the brightest can handle any and
    all!

25
Systems are Cost Effective
  • Transforms direct care workers into treatment
    providers empowering and requiring them to do
    more than custodial care
  • It is designed to be community based-therefore
    can take advantage of resources already available
  • As practitioners become more skilled, placing
    decisions increase along with practitioner
    investment, productivity and retention (they are
    supported and satisfied)
  • Practitioners stuck in a custodial care box can
    be identified through quantitative data for
    ongoing skill development

26
Evidence Studies
  • Over 25 years of studies reports outlining the
    TFM, its elements, systems and success
  • Most evidence-based programs are evaluated as a
    whole the TFM was built from the inside out
    each component evolved as a demonstrably
    important part of what eventually became the
    whole program
  • American Psychological Association described TFM
    as an evidenced based best practice
  • Recent meta-analyses conclude the TFM reduces
    recidivism significantly more than any other
    treatment available
  • VA SB 479 Required the office of comprehensive
    services director to identify best practices
    evidence-based practices related to the CSA

27
Use in all Environments
  • All program components can be applied with
    clients in residential treatment, foster care, or
    any environment
  • Practitioners can go through pre-service
    training, receive support through consultation
    and can be evaluated for self- satisfying
    performance improvement
  • TFM delivery systems support practitioners
    effectively

28
Why Use the TFM
  • Provides structure support
  • Offers quantitative, as well as qualitative way
    to measure performance improvement
  • Provides concrete/specific map for success for
    all working with clients direct care
    practitioners social workers administration,
    etc.
  • Standards outline how to implement Model with
    access to ongoing support for success
  • TFM can be used CONCURRENTLY with any other
    therapeutic or support system or program
    component (e.g., PRIDE)

29
For More Information
Teaching-Family AssociationPO Box
2007Midlothian, VA 23113PH 804.632.0155FX
804.639.9212www.teaching-family.org
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