1. Youth Quest Teaching Family Model Training PROFESSIONALISM

2. A Profession  A PROFESSION is an occupation characterized by:  1. advanced study and specialized training  2. a high degree of responsibility  3. expectation by others of excellence in performance  4. conforming to a body of ethics or standards.

3.  “A field or vocation is said to be a profession when it satisfies a universal social need and is based on well-established and socially-accepted scientific principles. To be a profession, a vocation must possess a body of specialized and systematized knowledge. Practitioners must give evidence of needed skills which members of the general public do not possess... They must have developed techniques which are the result of tested experiences.” (Klein, 1975)

4. PROFESSIONAL BEHAVIOR  1. Implementation of Youth Quest Policies and Procedures  2. Use of the Teaching Family Model as primary treatment modality  3. Responsiveness to tasks  4.Personal appearance  5.Home’s appearance  6.Modeling and social skills  7.Communication  8.Development of Professional skills  9.Team building  10.Development of consumer relationships

5. Youth Quest’s Consumers?  Who is the primary consumer for Practitioners?  Who are Youth Quest’s other consumers?

6. WORKING WITH CONSUMERS  1.Educate consumers  What do you think of when you hear the word group home?  What are common perceptions of group homes?  Residential Treatment Facilities?  When people ask what you do? What is your answer?  Possible Answer? “I work as a mental health Practitioner in a specialized Teaching Family Model home”

7. 2.Request feedback  “Criticism is not punishment. Many people feel praise is a reward and criticism is its opposite. However, both praise and criticism are ways of delivering information. Ideally, both produce the same result - improved performance.” (Brigid McGrath, Communications Consultant)  “Information is the source of all change in nature, and must be openly shared in organizations as the catalyst of progressive change and growth.” (Margaret J. Wheatley, Ed.D., author of Leadership and the New Science.)

8. 3.Respond professionally to feedback  - eye contact, verbal acknowledgement  - ask questions for clarification  - show concern for the problem  - apologize for inconvenience  - discuss situation appropriately  - solicit more feedback  - thank person giving feedback  - follow-up

9. 4.Give feedback in professional manner  - initiate interaction pleasantly  - specifically describe situation  - give rationales  - discuss situation appropriately  - thank the person for listening  - follow-up

10. CHARACTERISTICS OF PROFESSIONAL BEHAVIOR DO’S  Show enthusiasm for your program  Talk positively about your children focusing on how and what they’re learning  Provide high rates of behavior-specific praise  Discuss why the Teaching-Family Model helps to provide effective treatment  Be proud of your accomplishments  Request acknowledgement and questions when describing your program  Mention concern for protection of children’s rights and importance of accountability systems  Be prom  pt for all scheduled contacts  Maintain a profession appearance  Be an advocate for children and their families  Share credit with your colleagues for program 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

11. PRESENTING A PROBLEM TO ADMINISTRATION  Call or e-mail to make an appointment  Briefly describe problem by phone or e-mail  In meeting, get to the point without excessive initial socializing  Empathize with administrator’s position  Describe problem clearly  Be solution focused. Offer an alternative, have solutions prepared  Bring problem situation and alternative in writing  Thank administrator for time, listening

12. RESPONDING TO POSITIVE FEEDBACK  PROFESSIONAL RESPONSES  Accepts compliment graciously  Examples:  “Thank 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.”   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!”

13. RESPONDING TO NEGATIVE FEEDBACK  PROFESSIONAL RESPONSES  Convey verbally or non-verbally an openness to hearing information  Steps:  1. Listen carefully and acknowledge  2. Ask questions if needed for clarification and specifics  3. Respond by saying “I appreciate your comment. I’ll give that some serious thought” or “I’ll look into that.”  4. Ask for more feedback: “Anything else you noticed?” “What did you think about the way I handled…?”  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.”  6. Sleep on information before making a decision about it.

14.  UNPROFESSIONAL RESPONSES  Convey verbally or non-verbally denial of the information and/or that you are being personally attacked  Examples:  1. Staring coldly at person giving feedback  2. Beginning responses with “Yes, but…”  3. Frequently interrupting  4. Giving many excuses or rationales  5. Giving negative feedback on the presenter  6. Questioning the observation skills of the person giving feedback  7. Making a joke of the feedback  8. Continually asking for clarification  9. Giving no response or acknowledgement  10. Threatening to take information to someone else.  11. 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 it.

15. POINTERS ON HOW TO PROFESSIONALIZE INTERACTIONS WITH ADMINISTRATORS AND OTHER SUPPORT SERVICE PERSONNEL

16.  Realize that administrators have many requests made to them and try to put priorities on your needs.  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 way that you are asking for help.  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 expenditure.  Change “I want” statements to “Our program would work better if we had...”  Don’t assume that administration is out to get 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 hours  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 long as us...”  One problem in one home can generate a control system for all. Don’t assume that control system was developed because of you.  Be nice to all people, even if you consider them “lessors” since administration gets feedback on you from all types of personnel.  Administration has feelings also:  - Send card from Family Teachers and youth on special occasions  - Invite for coffee  - 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.  Be on time for meetings.  Complete task by agreed-upon deadlines. Example: progress reports and treatment plans.

17. GOOD PRACTITIONERS ARE:  Family Teachers who will teach youth as many skills as possible so they have the best possible chances for success.  Family Teachers who will give the youth a value system.  Family Teachers who will be the youth’s primary advocate; Family Teachers who will protect the rights of youth.  Family Teachers who will analyze their behavior first during problem situations.  Family Teachers who will be persistent with a youth, if and when he or she leaves negatively, feel a twinge of guilt.  Family Teachers who will nurture natural family relationships.  Family Teachers who will assume responsibility for the youth no matter what his or her location.