The Teaching-family model (TFM) is a comprehensive, evidence-based behavioral treatment system designed for children, youth, and adults in residential group homes, foster care, and other therapeutic settings. Developed in the late 1960s, the model emphasizes the instruction of pro-social skills and the development of self-governance within a family-style environment.
History and Development The model originated in 1967 at the University of Kansas through the work of researchers Elery Phillips, Montrose Wolf, and Lonnie Phillips. The initial implementation took place at Achievement Place, a community-based residential program for delinquent youth in Lawrence, Kansas. Throughout the 1970s, the model was refined and expanded, gaining national prominence when it was adopted by Father Flanagan’s Boys’ Home, also known as Boys Town.
Core Components The Teaching-family model is defined by several foundational elements intended to provide a structured yet nurturing environment:
- Teaching-Parents: The primary caregivers in a TFM program are typically a married couple, known as teaching-parents, who live in the residence with the individuals served. They are trained to serve as professional educators and role models rather than custodial staff.
- Skill-Based Instruction: The model utilizes structured teaching techniques to help individuals learn social, emotional, and life skills. This involves identifying specific behavioral deficits, modeling correct behaviors, and engaging in role-playing exercises.
- Motivation Systems: Programs typically employ a "token economy" or point system to provide immediate feedback on behavior. Individuals earn or lose points based on their actions, which are subsequently tied to privileges and responsibilities.
- Self-Governance: Residents participate in daily or weekly house meetings. These meetings serve as a forum for individuals to discuss grievances, propose rule changes, and practice democratic decision-making and conflict resolution.
- Relationship Building: A central tenet of the model is that effective behavioral change occurs within the context of positive, supportive relationships between the caregivers and the residents.
Organizational Oversight and Fidelity To maintain the integrity of the model, organizations often seek accreditation through the Teaching-Family Association (TFA). The TFA provides standards for training, supervision, and annual evaluations. Fidelity to the model is monitored through rigorous peer-review processes, consumer satisfaction surveys, and direct observations of teaching-parent interactions.
Recognition The Teaching-family model is recognized by several professional and governmental bodies as an evidence-based practice. It has been reviewed and listed by the California Evidence-Based Clearinghouse for Child Welfare (CEBC) and has been identified by the American Psychological Association (APA) as a well-established treatment for certain behavioral disorders in youth. Research on the model has historically focused on its ability to reduce recidivism and improve social functioning, though effectiveness is generally contingent upon high levels of implementation fidelity.
