TFA Our Model

Goals:
The Teaching-Family Model represents an organized approach to providing humane, effective, and individualized services that are satisfactory to clients and consumers. It is cost effective and replicable.

Treatment Practices:
Through research and well-evaluated clinical practice, an integrated set of procedures has emerged to help children, families, and dependent adults live, learn, and become increasingly self-sufficient.

Standards:
The Teaching-Family Association has developed standards for the certification of member agencies. An agency may become a member by meeting the standards that reflect the basic elements of the Teaching-Family Model.

Program supports are critical to Teaching-Family Model implementation and are designated to enhance the existing strengths of the practitioner.

Staff Selection and Training
Direct care providers, practitioners, are carefully selected based on their ability to provide individualized treatment in a positive, affirming manner. New practitioners experience a year-long training process, beginning with a pre-service workshop and continuing with a variety of in-service training opportunities.

On-Going Support
Support staff, typically consultants, pair emotional support with direct observation and feedback on treatment planning and implementation to help practitioners grow professionally and develop their clinical skills.

Systematic Evaluation
Trained evaluators regularly observe and rate treatment skills of each staff person and solicit the opinions of parents, youths, dependent adults, and other stakeholders regarding the processes and benefits to children, families, and dependent adults.

Supportive Administration
Administrators and support staff keep pace and change organizational policies and practices to fit the current needs of individuals and society while simultaneously protecting the integrity of the Model.

Research and Evaluation
The developers and implementers of the Teaching-Family Model have conducted over 200 studies to learn and validate what treatment approaches and practices work. This research and evaluation has kept the Model focused on benefiting children, families, dependent adults, and society.

Quality Assurance
Member agencies must undergo a review and re-certification process annually. The initial and triennial reviews consist of an on-site visit by two or more peer reviewers to observe and review the documentation of treatment and benefits: to review program support systems: and, to interview staff and consumers. An agency consumer evaluation is also conducted. Referral and funding agents, board members, and individuals in the program are asked to rate and provide comments about the treatment programs. Findings are summarized and reported to the agency and to the TFA Certification and Ethics Committee.

The annual review examines documentation and includes a practitioner consumer evaluation but does not include an on-site visit.

The Teaching-Family Association is the only entity in North America that defines and implements standards and review procedures related to the actual performance and quality of treatment and service delivery systems at all organizational levels.

AA. DEFINITIONS

AA.1 The Teaching-Family Model
The Teaching-Family Model is a unique approach to human services characterized by clearly defined goals, integrated support systems, and a set of essential elements.

AA.2 Client
Any person who receives direct services from the agency. The client may refer to a child, student, family, parent, youth or any individuals or groups.

AA.3 Consumer
Any person who has a stake in the agency. This may include a provider of resources, a provider of legitimacy, accrediting and licensing bodies, an authority over the agency, a paying customer or client. Some examples of consumers are youths, parents, families, foster parents, support staff, administration, neighbors, school personnel, therapists, referring workers, court workers and judges, and Board of Directors.

AA.4 Family
A group of individuals consisting of a parent(s) and child(ren).

AA.5 Service Documentation
Refers to any written documents relating to services provided by an agency. This may include but is not limited to: treatment plans; progress reports; training, supervision/consultation and evaluation schedules and reports.

AA.6 Quality Components
Refers to the demeanor of the staff member when interacting with clients. This demeanor includes facial expression, voice tone, and body language that demonstrates respect, sincerity, concern, warmth, etc.

AA.7 Staff and Service Provider
Includes all employees and persons hired, contracted or licensed by the agency to provide Teaching-Family Model services.

AA.8 Practitioner
Includes any person providing services directly to the client.

AA.9 Consultant/Supervisor
Includes individuals providing support and supervisory services to the practitioner.

BB. INDICATORS/SOURCES

Several indicators and sources can be applied to all standards. These include:

BB.1 Consumer Satisfaction
The evaluators will review the agency's methods of obtaining consumers' opinions about the services provided and how their input is used to improve services.

BB.2 Observation
On-Site evaluators will observe program operations, service delivery of staff and client interactions with client(s) while visiting the agency.

BB.3 Service Documentation
Evaluators will review any documents relating to the services provided by the agency.

BB.4 Outcomes
Evaluators will review evidence of program effectiveness and positive client outcomes that may include data, reports, graphs, observations, etc.

BB.5 Client/Staff Interviews
On-Site Evaluators will interview clients and staff regarding services provided by the agency.

BB.6 Integrated Systems
The administrative, training, consultation, and evaluation systems support and complement each other.

CC. GOALS

CC.1 Humane
The agency demonstrates compassionate, considerate, respectful, and unconditional positive regard for all clients with no tolerance for abuse and neglect.

CC.2 Effective
The services stated by the agency are delivered. Outcomes are observable and measurable. Clients demonstrate progress towards goals.

CC.3 Individualized
Services provided by the agency are client-centered, strength-based, and directly related to the individual needs of the client.

CC.4 Consumer Satisfaction
The agency provides opportunities for client and consumer input. Clients and consumers express a high degree of satisfaction with services provided.

DD. INTEGRATED SYSTEMS

DD.1 Facilitative Administration.
A facilitative administration is one that offers staff opportunities to provide input regarding program components. The administration facilitates and promotes systems 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.

DD.2 Training
The agency provides initial and on-going skill development for all staff; staff are familiar with the Teaching-Family Model. The agency enables, facilitates and holds all staff and service providers accountable for implementation of the Teaching-Family Model. The agency provides competency based training to increase the skill level of all staff and service providers to maintain and improve skill development.

DD. Supportive Consultation/Supervision
A supportive consultation and supervision component supports and promotes practitioner skill development, ensures integrity of the Teaching-Family Model, and monitors services to clients.

DD. Evaluation
The evaluation systems facilitate continuous quality improvements in service and care by assessing the skill of the practitioner and implementation of the Teaching-Family Model.

EE. ELEMENTS

EE.1 Teaching
Teaching-Family programs emphasize the positive teaching of functional skills and behaviors.

EE.2 Self-Determination
Teaching-Family programs give clients as much control over their lives as possible.

EE.3 Client Advocacy
Teaching-Family programs actively promote and protect client rights and dignity.

EE.4 Relationships
Teaching-Family programs promote the development of relationships with clients that are maintained through trust, respect, and positive regard within professional boundaries.

EE.5 Family-Sensitive Approach
Teaching-Family programs recognize the importance of family to the client.

EE.6 Diversity
Teaching-Family programs provide services that are culturally sensitive and competent.