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Teaching Family Model Training

Chapter 1

Introduction to the Teaching Family Model of Treatment

Outline:

I. What is the history of the Teaching Family Model?

II. What are some of the most important points to remember of the TFM?

II. What are some of the outcomes of the Teaching Family Model when used correctly by Practitioners?

III. How is the Teaching Family Model Replicable?

IV. Can the Teaching Family Model be generalized?

V. What is the great potential of the Teaching Family Model?

VI. What are some common themes of the Teaching Family Model?

VII. What are the responsibilities of administration toward the Practitioner in the Model?

I. What is the history of the Teaching Family Model?

Teaching-Family Model History

The Teaching-Family Model began in 1967 with the development of one group home in Lawrence, Kansas as a result of a joint effort by the Kansas University and the local Jaycees in Lawrence, Kansas. Major funding for the prototype program was provided through the National Institute of Mental Health Center for the Studies of Crime and Delinquency. The National Institute of Mental Health has invested several million dollars in the research, development, dissemination, and evaluation of the Teaching-Family Model.

The first Teaching Parents (group home parents) were Lonnie and Elaine Phillips, graduate students in the Doctoral Program of Human Development and Family Life at Kansas University. The Phillips, with their advisor, Dr. Montrose Wolf, pursued the application of behavior analysis and learning theory to address the problems of the youth in what became known as the “Achievement Place for Boys” group home. From the beginning, there was heavy emphasis on teaching, using behavioral and social learning theory techniques to general social and school-related problems.

By 1970, the Achievement Place for Boys was running so well that teachers and parents were referring to the program as “the miracle of Achievement Place.” Consequently, two new homes were developed in nearby communities. The Teaching-Parents couples in these new homes were graduate students as well. Prior to moving into the group homes, they were given a great deal of information about applied behavior analysis and learning theory. However, the first replication of the program by these two homes was a dismal failure. Analysis of these two homes found that the couples had not effectively translated theory into practice. This analysis, with further intensive research, led to the development of specific program components with emphasis on teaching to skill acquisition. Between 1973 and 1975, entire program replications occurred in North Carolina and Boys Town, Nebraska. The key staff at these program sites were graduates of the Kansas University Doctoral program and included Lonnie and Elaine Phillips.

Since its inception, the Teaching-Family Model has relied heavily on research findings to guide the continuing development of the program, to develop training programs, and to assess the overall effectiveness of the program in context of the dissemination process. The goals of the research are to develop and verify potential solutions to youth problems; select the most effective, preferred, and socially desirable procedures; and to refine the model on a continuing basis. Research projects related to the treatment program, training, and program evaluation are occurring simultaneously.

An independent evaluation of the Model by the Evaluation Research Group of Eugene, Oregon, followed up several hundred youth from 25 Teaching Family programs and 25 comparison programs in various states. The findings of the evaluation indicate that (a) school grades of Teaching-Family Model youth stabilized or inclined during the treatment, while grades of comparison youth continued to decline; (b) Teaching-Family Model youth utilize fewer post-program services (e.g. therapy, probation, etc.) than do comparison youth; (c) consumers (specifically teachers and parents) rate Teaching-Family programs higher than do consumers of comparison programs; and (d) legal offenses were near zero, with no discernable difference between Teaching-Family programs and comparison programs.

The Teaching-Family Model has continued to develop and grow. There are currently hundreds of Teaching-Family homes in 25 states and Canada. The Model has been adapted for use in Family Preservation programs, Treatment-Foster Care programs, and Parent-Training programs. These programs are affiliated with the Teaching-Family Association, an international association of Teaching Family sites that upholds and oversees the stringent application of the Teaching-Family Model.

TEACHING FAMILY TREATMENT MODEL

I. What are some of the most important points to remember of the TFM?

A. You don’t have the right to “do your own thing” as Practitioners of Youth Quest.

70% of what is taught is to control adult behavior.

As you develop as a practitioner, you’ll find that this position requires a great deal of maturity and self control. When youth are behaving in ways you don’t prefer, there will be times when you might be tempted to act impulsively, punish the child, or just talk to the child they way your mother used to talk to you in hopes that you can talk them out of their inappropriate behavior. The issues these youth have cannot be talked out of. They need regular, consistent teaching interactions which provide key components to helping the child change their maladaptive behaviors.

B. These are not “our” children.

We may call them “our” children, but we always need to keep a level of respect to the fact that these are not really our children. You are a Practitioner, who’s primary responsibility it to provide therapy and treatment in the form of skills teaching around activities of daily living. You are to nurture and try to love the children, but this should never come in place of your primary responsibility. It is also not your responsibility to punish the youth. This is sometimes very difficult for Practitioners and requires a fundamental change in belief system from traditional parenting to being a Family Teacher Practitioner.

C. The TFM allows for development of systematic, consistent, understandable, and measurable help.

The Teaching Family Model works! Your first year is spent in training and will entail hours of applied behavioral analysis techniques which have been set up as teaching tools you’ll be required to use. You must commit to trust this model even when you haven’t seen the effects yet, and must commit to support and sustain the Teaching Family Model as your systematic, consistent, understandable, and measurable treatment you offer the youth at Youth Quest.

D. Offers the capability of deciding at any given time whether to do “more” or “less” of something.

As you develop as Practitioners, you’ll find your ability to do “more” or “less” of something will become refined. You must rely on Home Team Meetings to help you in this process and must commit to carry out recommendations given during these meetings, and by your Consultant.

Though regular application of these core Teaching Family Model concepts, you’ll become able to certify as a Family Teacher Practitioner which brings with it increased recognition, clinical acceptance, and leadership and teaching potential in the Teaching Family Model.

II. What are some of the outcomes of the Teaching Family Model when used correctly by Practitioners?

A. Decreased runaways

a. Improved grades

b. Decreased absenteeism

c. Decrease in physical confrontations

d. Decreased legal offenses

e. High youth satisfaction

f. Increase in realistic and positive youth perceptions of level of progress

g. High staff satisfaction

h. Decrease in use of seclusionary methods of interaction

i. Increase in physical and dental health

j. Increased staff longevity

k. Decreased vandalism

l. Increased social validity of appropriateness of care

m. Decreased use of psychotropic medications

n. Decreased smoking of youth

III. How is the Teaching Family Model Replicable?

A. People can be educated in the implementation with minimal undesirable drift.

B. The program components support and monitor each other (training, consultation, evaluation)

IV. Can the Teaching Family Model be generalized?

A. With some modifications, the TFM is applicable to many aspects of a community’s continuum of care:

-Parent education

-Foster parent education

-Family preservation

-Classroom and school systems

-Administration/management of service programs

-Independent living programs

V. What is the great potential of the Teaching Family Model?

Potential for achieving an ideal of caring for children “How would I want my child to be treated?”

VI. What are some common themes of the Teaching Family Model?

POSITIVE

o Reinforcement of successive approximations toward goal behavior

o Methods preferred by the youth

PRACTICAL

o The primary treatment modality is teaching

o Effective and individualized treatment

PLANNED AND PREVENTIVE

o Systematic approach to treatment and application of all program components

o Use of treatment plans that are individualized (Person Centered Plans, Service Plans, etc.)

o Teaching life skills in a family-like setting to help youth re-enter the community

PROFESSIONAL

o Replicable program

o Highly researched

o Family teachers have primary responsibility for youth treatment

o Emphasis on youth rights and advocacy

o Formal extended training

o All staff evaluated on skill proficiency

VII. What are the responsibilities of administration toward the Practitioner in the Model?

RESPONSIBILITIES WITHIN THE TEACHING-FAMILY MODEL

ADMINISTRATIVE RESPONSIBILITIES TO YOU:

1. View you as our primary consumer.

The Consultant, Clinical Director, and Executive Director will seek to support and sustain you as Practitioners as you support and sustain the youth.

2. To provide sufficient training, assistance, equipment and resources

3. To be pleasant

4. To compliment you

5. To give you the feedback you need to improve

6. To give you increasing independence in making decisions

7. To monitor you closely

8. To help you find practical solutions to your problems

9. To ask you for your ideas and opinions

10. To preserve and strengthen a happy, natural family

11. To create an environment where you can contact your supervisor 24 hours a day

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