to help people with severe developmental disabilities lead safe, stable and personally fulfilling lifestyles

Teaching Family Model

 

What is the Teaching Family Model

Humane: Teaching-Family programs demonstrate compassionate, considerate, respectful, and unconditional positive regard for all clients with no tolerance for abuse or neglect. Integrated systems ensure that clients are treated humanely and agencies adhere to Teaching-Family Associations Standards of Ethical Conduct. Agencies have clear policies, procedures, and systems addressing alleged abuse, neglect and unethical actions by staff and service providers. Staff is trained and has an understanding of client rights and procedures regarding unethical practices.

Effective: The services stated by Teaching-Family Association agencies are delivered. Outcomes are observable and measurable. Clients demonstrate progress towards goals by demonstrating an appropriate reduction in the level of services needed. Clients and staff acquire skills necessary to achieve their goals. The quality and stability of agency staff are appropriately maintained to ensure effectiveness. Consumers indicate satisfaction with services provided.

Individualized: Services provided by Teaching-Family Association agencies are client-centered, strength-based and directly related to the individual needs of the client. Services are culturally sensitive. Client assessment identifies strengths as well as needs and clients are involved in planning of services. Clients indicate a high level of satisfaction with services.

Consumer Satisfaction provides opportunities for client and consumer input. Clients and consumers express a high degree of satisfaction with services provided. The agencies conduct comprehensive client and consumer polling with a minimum of 50% return from each consumer group achieved. The agencies’ quality assurance processes incorporate consumer feedback.

Trauma Informed Care provides a trauma informed approach. The standard ensures realization of the prevalence of trauma; recognizes how trauma affects all individuals involved with the program (including staff); and responds by putting this knowledge into practice.

Integrated Systems

Facilitative Administration: A facilitative administration is one that offers staff opportunities to provide input regarding program components. Teaching-Family Association agencies facilitate and promote system integration by providing necessary tools, training, and support; coordinating and assessing the service delivery system; and developing processes and resources to support and maintain the systems. The agencies have training, consultation and evaluation systems that complement each other. Consumer evaluation processes are in place to assess systems, programs, and staff and service providers. The agencies’ leadership, including their governing bodies, participate with other organizations and individuals to: improve services for individuals and families, identify and advocate for needed change, identify gaps in service and work for their elimination, and share resources and expertise where appropriate.

Training: Teaching-Family Association agencies provide initial and on-going skill development for all staff; staff are familiar with the Teaching-Family Model. Agencies enable, facilitate, and hold all staff and service providers accountable for implementation of the Teaching Family Model. Agencies provide competency-based training to increase the skill level of all staff and service providers to maintain and improve skill development. Agencies ensure that all staff and service providers attend training prior to being responsible for client services and on a regular basis thereafter. Agencies have clearly defined competency-based training materials and procedures along with qualified trainers on-site. Staff and service providers demonstrate competency in service delivery.

Consultation/Supervision: Teaching-Family Association programs incorporate a supportive consultation and supervision component which supports and promotes practitioner skill development, ensures integrity of the Teaching Family Model, and monitors services to clients. Practitioners are satisfied with services and support provided by the Consultant/Supervisor who serves as a liaison/advocate for the practitioner. Consultation and supervision focus on providing effective services to clients by following an effective service delivery plan for monitoring services. Consultants/Supervisors are adequately trained and knowledgeable in Teaching-Family Model goals, systems and elements.

Evaluation: Evaluation systems of Teaching-Family Association agencies facilitate continuous quality improvement in service and care by assessing the skill of the practitioner and implementation of the Teaching-Family Model. The agencies assess consumer satisfaction to assess quality. They observe, assess, and review practitioner skills and Model implementation. Practitioners are prepared for all evaluation activities and are evaluated on at least an annual basis.

Elements of the Teaching-Family Model

Teaching Systems: Teaching Family Programs emphasize a strengths based approach to the supportive teaching of functional skills and behaviors.

Self-Determination: Emphasizes individual ownership and choice of goals and services provided; attained by equipping individuals to make rational choices and accept responsibility for the outcome of those choices. Problem solving skills and appropriate expression of emotions are keystones of this element.

Client Advocacy: Working in partnership with individuals; actively promoting and protecting individual rights while empowering persons served to self-advocate utilizing all social, legal and cultural resources and systems available.

Relationships: The development of therapeutic partnerships with persons served based on mutual trust and respect which facilitates the provision of high quality, individualized services.

Family-Sensitive Approach: Teaching-Family Programs recognize the importance of family to the client. They encourage and support contact delivering services in a family-aware context.

Diversity: Cultural and ethnic competence in the delivery of services to the individual and / or family.

Professionalism: Teaching-Family Associatoin and affiliated agencies promote the professional development of Practitioners through training, consultation, and evaluation leading to certification.

Trauma Informed Care & Consumer Satisfaction