Youth QuestYouth QuestTeaching Family Model TrainingTeaching Family Model Training

PROFESSIONALISM

A ProfessionA Profession A A PROFESSIONPROFESSION is an occupation is an occupation

characterized by:characterized by: 1. advanced study and specialized 1. advanced study and specialized

trainingtraining 2. a high degree of responsibility2. a high degree of responsibility 3. expectation by others of 3. expectation by others of

excellence in performanceexcellence in performance 4. conforming to a body of ethics or 4. conforming to a body of ethics or

standards.standards.

“ “A field or vocation is said to be a A field or vocation is said to be a profession when it satisfies a universal profession when it satisfies a universal social need and is based on well-established social need and is based on well-established and socially-accepted scientific principles. and socially-accepted scientific principles. To be a profession, a vocation must possess To be a profession, a vocation must possess a body of specialized and systematized a body of specialized and systematized knowledge. Practitioners must give evidence knowledge. Practitioners must give evidence of needed skills which members of the of needed skills which members of the general public do not possess... They general public do not possess... They must have developed techniques which must have developed techniques which are the result of tested experiences.”are the result of tested experiences.”

(Klein, 1975)(Klein, 1975)

PROFESSIONAL BEHAVIORPROFESSIONAL BEHAVIOR 1. Implementation of Youth Quest Policies and 1. Implementation of Youth Quest Policies and

Procedures Procedures 2. Use of the Teaching Family Model as primary 2. Use of the Teaching Family Model as primary

treatment modality treatment modality 3. Responsiveness to tasks3. Responsiveness to tasks 4.4. Personal appearancePersonal appearance 5.5. Home’s appearanceHome’s appearance 6.6. Modeling and social skillsModeling and social skills 7.7. CommunicationCommunication 8.8. Development of Professional skillsDevelopment of Professional skills 9.9. Team buildingTeam building 10.10. Development of consumer relationshipsDevelopment of consumer relationships

Youth Quest’s Consumers?Youth Quest’s Consumers?

Who is the primary consumer for Who is the primary consumer for Practitioners?Practitioners?

Who are Youth Quest’s other consumers?Who are Youth Quest’s other consumers?

WORKING WITH CONSUMERSWORKING WITH CONSUMERS

1.1. Educate consumersEducate consumers What do you think of when you hear the word What do you think of when you hear the word

group home? group home? What are common perceptions of group homes?What are common perceptions of group homes? Residential Treatment Facilities?Residential Treatment Facilities? When people ask what you do? What is your When people ask what you do? What is your

answer?answer? Possible Answer? “I work as a mental health Practitioner in a specialized Possible Answer? “I work as a mental health Practitioner in a specialized

Teaching Family Model home”Teaching Family Model home”

2.2. Request feedbackRequest feedback ““Criticism is not punishment. Many people feel praise is Criticism is not punishment. Many people feel praise is

a reward and criticism is its opposite. However, both a reward and criticism is its opposite. However, both praise and criticism are ways of delivering information. praise and criticism are ways of delivering information. Ideally, both produce the same result - improved Ideally, both produce the same result - improved performance.”performance.”(Brigid McGrath, Communications Consultant)(Brigid McGrath, Communications Consultant)

““Information is the source of all change in nature, and Information is the source of all change in nature, and must be openly shared in organizations as the catalyst of must be openly shared in organizations as the catalyst of progressive change and growth.”progressive change and growth.”(Margaret J. Wheatley, Ed.D., author of (Margaret J. Wheatley, Ed.D., author of Leadership and Leadership and the New Sciencethe New Science.).)

3.3. Respond professionally to Respond professionally to feedbackfeedback

- eye contact, verbal acknowledgement - eye contact, verbal acknowledgement - ask questions for clarification- ask questions for clarification - show concern for the problem- show concern for the problem - apologize for inconvenience- apologize for inconvenience - discuss situation appropriately- discuss situation appropriately - solicit more feedback- solicit more feedback - thank person giving feedback- thank person giving feedback - follow-up- follow-up

4.4. Give feedback in professional Give feedback in professional mannermanner

- initiate interaction pleasantly- initiate interaction pleasantly - specifically describe situation- specifically describe situation - give rationales - give rationales - discuss situation appropriately- discuss situation appropriately - thank the person for listening - thank the person for listening - follow-up- follow-up

CHARACTERISTICS OF CHARACTERISTICS OF PROFESSIONAL BEHAVIORPROFESSIONAL BEHAVIOR

DO’SDO’S Show enthusiasm for your programShow enthusiasm for your program Talk positively about your children Talk positively about your children

focusing on how and what they’re focusing on how and what they’re learninglearning

Provide high rates of behavior-specific Provide high rates of behavior-specific praisepraise

Discuss why the Teaching-Family Model Discuss why the Teaching-Family Model helps to provide effective treatmenthelps to provide effective treatment

Be proud of your accomplishmentsBe proud of your accomplishments Request acknowledgement and Request acknowledgement and

questions when describing your programquestions when describing your program Mention concern for protection of Mention concern for protection of

children’s rights and importance of children’s rights and importance of accountability systemsaccountability systems

Be promBe prom pt for all scheduled contactspt for all scheduled contacts Maintain a profession appearanceMaintain a profession appearance Be an advocate for children Be an advocate for children andand their their

familiesfamilies Share credit with your colleagues for Share credit with your colleagues for

program decisions and successesprogram decisions and successes

DON’TS

• Complain about the difficulties of your position

• Tell “war stories” about your children, never discussing or laughing about their problems

• Use an angry or abrupt voice tone or manner, even in difficult situations

• Criticize other treatment programs

• Apologize or comment on inadequate performance

• Give long-winded lectures full of technical jargon

• Discuss or release confidential information without informed consent

• Ruminate about the amount of time (or overtime) needed to complete high-quality work“

• Overdress” when working with children or “underdress” when in public or on professional contacts

• Blame or criticize children or their families

• Use “I” statements when presenting program decisions or success

PRESENTING A PROBLEM TO PRESENTING A PROBLEM TO ADMINISTRATIONADMINISTRATION

Call or e-mail to make an appointmentCall or e-mail to make an appointment Briefly describe problem by phone or e-mailBriefly describe problem by phone or e-mail In meeting, get to the point without excessive In meeting, get to the point without excessive

initial socializinginitial socializing Empathize with administrator’s positionEmpathize with administrator’s position Describe problem clearlyDescribe problem clearly Be solution focused. Offer an alternative, have Be solution focused. Offer an alternative, have

solutions preparedsolutions prepared Bring problem situation and alternative in writingBring problem situation and alternative in writing Thank administrator for time, listeningThank administrator for time, listening

RESPONDING TO POSITIVE RESPONDING TO POSITIVE FEEDBACKFEEDBACK

PROFESSIONAL RESPONSESPROFESSIONAL RESPONSES Accepts compliment graciously Accepts compliment graciously

Examples:Examples: ““Thank you.”Thank you.” ““That’s very kind of you.”That’s very kind of you.” ““I’ll be sure to pass that on to him/her – they’ll be glad to hear it.”I’ll be sure to pass that on to him/her – they’ll be glad to hear it.”

UNPROFESSIONAL RESPONSES Deny compliment Examples: “Well, I wouldn’t say that.” “It’s nice someone finally noticed.” “You think he did? Well, if he did, that’ll be a first!”

RESPONDING TO NEGATIVE RESPONDING TO NEGATIVE FEEDBACKFEEDBACK

PROFESSIONAL RESPONSESPROFESSIONAL RESPONSES Convey verbally or non-verbally an openness to hearing informationConvey verbally or non-verbally an openness to hearing information Steps:Steps: 1. Listen carefully and acknowledge1. Listen carefully and acknowledge 2. Ask questions if needed for clarification and specifics2. Ask questions if needed for clarification and specifics 3. Respond by saying “I appreciate your comment. I’ll give that some 3. Respond by saying “I appreciate your comment. I’ll give that some

serious thought” or “I’ll look into that.”serious thought” or “I’ll look into that.” 4. Ask for more feedback: “Anything else you noticed?” “What did you think 4. Ask for more feedback: “Anything else you noticed?” “What did you think

about the way I handled…?”about the way I handled…?” 5. Parting statement of thanks: “I appreciate your taking the time to rely 5. Parting statement of thanks: “I appreciate your taking the time to rely

this to me” or “Thank you for sharing with us your observations.”this to me” or “Thank you for sharing with us your observations.” 6. Sleep on information before making a decision about it.6. Sleep on information before making a decision about it.

UNPROFESSIONAL RESPONSESUNPROFESSIONAL RESPONSES Convey verbally or non-verbally denial of the information and/or that you are Convey verbally or non-verbally denial of the information and/or that you are

being personally attackedbeing personally attacked Examples:Examples: 1. Staring coldly at person giving feedback1. Staring coldly at person giving feedback 2. Beginning responses with “Yes, but…”2. Beginning responses with “Yes, but…” 3. Frequently interrupting3. Frequently interrupting 4. Giving many excuses or rationales4. Giving many excuses or rationales 5. Giving negative feedback on the presenter5. Giving negative feedback on the presenter 6. Questioning the observation skills of the person giving feedback6. Questioning the observation skills of the person giving feedback 7. Making a joke of the feedback7. Making a joke of the feedback 8. Continually asking for clarification8. Continually asking for clarification 9. Giving no response or acknowledgement9. Giving no response or acknowledgement 10. Threatening to take information to someone else.10. Threatening to take information to someone else. 11. Later on criticizing the person giving the feedback to someone else11. Later on criticizing the person giving the feedback to someone else 12. Making a decision about the feedback before you’re able to think about 12. Making a decision about the feedback before you’re able to think about

it.it.

POINTERS ON HOW TO POINTERS ON HOW TO PROFESSIONALIZEPROFESSIONALIZE

INTERACTIONS WITH INTERACTIONS WITH ADMINISTRATORS ADMINISTRATORS

ANDANDOTHER SUPPORT SERVICE OTHER SUPPORT SERVICE

PERSONNELPERSONNEL

Realize that administrators have many requests made to them and try to put priorities on Realize that administrators have many requests made to them and try to put priorities on your needs.your needs.

Put even the simplest verbal presentation in order and follow up with written material.Put even the simplest verbal presentation in order and follow up with written material. If you have a complaint, either have a proposed solution, or put the complaint in such a If you have a complaint, either have a proposed solution, or put the complaint in such a

way that you are asking for help.way that you are asking for help. If you need a letter, have a rough draft sample prepared for the administrator to use.If you need a letter, have a rough draft sample prepared for the administrator to use. When you request items, give rationales that the administrator can use to justify the When you request items, give rationales that the administrator can use to justify the

expenditure.expenditure. Change “I want” statements to “Our program would work better if we had...”Change “I want” statements to “Our program would work better if we had...” Don’t assume that administration is out to get you.Don’t assume that administration is out to get you. Ask administrators directly for feedback if you’re worried about their opinions of you.Ask administrators directly for feedback if you’re worried about their opinions of you. Take time before responding if emotion is involved -- at least 24 hoursTake time before responding if emotion is involved -- at least 24 hours Avoid words that generate competition. Examples: “Who did the best...,” “who did the Avoid words that generate competition. Examples: “Who did the best...,” “who did the

worst...,” “who has the most...,” “if they do, why can’t we...,” “They haven’t been here as worst...,” “who has the most...,” “if they do, why can’t we...,” “They haven’t been here as long as us...”long as us...”

One problem in one home can generate a control system for all. Don’t assume that One problem in one home can generate a control system for all. Don’t assume that control system was developed because of you.control system was developed because of you.

Be nice to all people, even if you consider them “lessors” since administration gets Be nice to all people, even if you consider them “lessors” since administration gets feedback on you from all types of personnel.feedback on you from all types of personnel.

Administration has feelings also:Administration has feelings also: - Send card from Family Teachers and youth on special occasions- Send card from Family Teachers and youth on special occasions - Invite for coffee- Invite for coffee - Talk to administrators at times other than when you want something- Talk to administrators at times other than when you want something Return phone messages and have a phone-mate to take messages when you are gone.Return phone messages and have a phone-mate to take messages when you are gone. Be on time for meetings.Be on time for meetings. Complete task by agreed-upon deadlines. Example: progress reports and treatment Complete task by agreed-upon deadlines. Example: progress reports and treatment

plans.plans.

GOOD PRACTITIONERS ARE:GOOD PRACTITIONERS ARE: Family Teachers who will teach youth as many skills as possible so Family Teachers who will teach youth as many skills as possible so

they have the best possible chances for success.they have the best possible chances for success. Family Teachers who will give the youth a value system.Family Teachers who will give the youth a value system. Family Teachers who will be the youth’s primary advocate; Family Family Teachers who will be the youth’s primary advocate; Family

Teachers who will protect the rights of youth.Teachers who will protect the rights of youth. Family Teachers who will analyze their behavior first during problem Family Teachers who will analyze their behavior first during problem

situations.situations. Family Teachers who will be persistent with a youth, if and when he Family Teachers who will be persistent with a youth, if and when he

or she leaves negatively, feel a twinge of guilt.or she leaves negatively, feel a twinge of guilt. Family Teachers who will nurture natural family relationships.Family Teachers who will nurture natural family relationships. Family Teachers who will assume responsibility for the youth no Family Teachers who will assume responsibility for the youth no

matter what his or her location.matter what his or her location.