Title: The Teaching-Family Model: An Evidence-Based System of Care Providing Support, Structure
1The 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
2Model began in the late 1960s
- Three way relationship between Achievement Place
for Boys, University of KS, and National
Institutes of Mental Health
3Focus of Model Development
- Early efforts centered on teaching to address
individual needs - Learning theory can be taught to many including
TEACHING-PARENTS
4Foundations of the Model found in psychology
- Behavioral Science
- Person centered interventions
- Can be concurrent with other approaches
5TFM 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
6Major 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
7Centered 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
8Ingredients 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.
9Ingredients 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
10Ingredients Goals of the Model
- Effective
- Humane
- Replicable
- Cost-Effective
11TFM 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
12TFM 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
13TFM 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)
14TFM 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.
15Systems 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
16Systems 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
17Systems 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
18Ingredients 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
19Integrated Systems
Training
Evaluation
Consultation
20Systems 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
21Teaching Family Agency System Integration
Teaching-FamilyHomes
Site Services Practitioner Selection Practitioner
Training Practitioner Consultation Practitioner
Evaluation Program Evaluation Facilitative
Administration System Interventions
22Systems 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
23Systems 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
24Systems 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!
25Systems 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
26Evidence 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
27Use 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
28Why 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)
29For More Information
Teaching-Family AssociationPO Box
2007Midlothian, VA 23113PH 804.632.0155FX
804.639.9212www.teaching-family.org