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Training
in positive handling strategies through a whole setting holistic
approach, working with leadership and management, actively committed
to reducing restraint and risk.
Over 2000 employers tutors deliver training
to employees for whom their employer has a direct health
and safety responsibility. They are able to deliver 6
and 12 hour courses, accounting between them for approximately
400,000 people in the U.K receiving training since 1997.
In Australia and New Zealand there are tutors
in a range of settings including mainstream and special
education and health and corrective services settings.
The plan is to develop licensing agreements within each
State and New Zealand.
| 2.
What is the background and development of Team-Teach?
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In the UK, following “The
Children Act” (1989) growing staff anxiety caused
by allegations against and suspensions of staff, plus
an increase in more challenging behaviour threatened the
security and effectiveness of service settings managing
children and young people displaying challenging behaviours.
As a Deputy Headteacher (1992 -1996)
in a special school, it was the responsibility of George
Matthews ( Director Team-Teach 1997- 2004) to establish
a consistent behaviour handling policy and procedures
by which staff actions could be judged. This local situation
was also being experienced through out the U.K by services
educating and caring for individuals who displayed challenging
behaviours .
Before the training staff admitted that
they:
• did not know how they would like
to respond to challenging behaviour;
• wished they could respond to challenging behaviour
more calmly;
• felt, after being faced with extremely challenging
behaviour, that if they had behaved differently the outcome
might have been better;
• physically intervened on a daily or weekly basis
despite not being trained in the use of positive handling
strategies.
Before 2000, there was no U.K accredited
training framework designed specifically for staff groups
responding to young people’s challenging behaviours.
Staff required an accredited training framework that took
into account U.K Child Protection issues and provided
a whole setting holistic response to behaviour supports
and interventions.
Following research (Churchill Fellowship
1996) into best practice across the U.K and U.S.A. by
George Matthews, advice and support from Aidan Healey
OBE (Hon President of NCRGSA and the staff and children
of Warnham Court Special School led to establishment of
a training system which involved teams of people working
together to safeguard their service and to teach individuals
more socially acceptable ways of expressing their behaviours.
In 2004, Nick Burnett (Director of Team-Teach Australia)
established Team-Teach in Australia and there are currently over 1000 people trained with a number of tutors in a range of
settings. It is anticipated that licensing arrangements
for each State and New Zealand will be developed in the
coming years.
| 3.
What are the learning objectives? |
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Following training improved performance
would be demonstrated by course participants in:
• recognising the importance of and using de-escalation
techniques and working as a team when managing challenging
behaviours.
• applying an understanding of the legal implications
of positively handling
• using a gradual and graded response to managing
challenging behaviours and the use of positive handling
as a last resort option.by applying an increased awareness
of the need for documentation for the recording and reporting
of incidents.
• using active listening skills and participating
in a process of debriefing, repair and reflection.
| 4.
How will course participant performance be affected
and measured? |
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Course participants receive a set
workbook and text book. They are required to achieve a
70% pass mark on the theory test and to demonstrate competence
with regard to the physical skills. The criteria for competence
being able to perform the skill without being prompted
by the tutor. Team work is assessed through the application
of communication “help scripts” provided and
physical activities through out the course.
Individually numbered certificates are
issued to those successfully completing the course. All
elements of trainees participation are individually recorded
by the tutors and records made available to staff and
management.
A trainee individual evaluation and a
trainer summary evaluation are completed following training
and sent to the service manager. Team-Teach receives a
copy of the summary form. A post course questionnaire
can be distributed to staff groups 1-3 months following
the training. Feedback from the questionnaire informs
future training needs.
| 5.
What do you expect trainees to learn during the
training? |
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The aim is to achieve knowledge,
skill and understanding related to the following areas:
• To understand and work within
the key principles and values that underpin practice.
• To develop a range of responses: non verbal, para-verbal
and verbal de-escalating and calming strategies, including
a “Help Script” & “Help Protocol”
when faced with challenging behaviour.
• To develop an understanding of causes and signs
of aggression and conflict.
• To improve staff self awareness and self control
whilst managing difficult behaviour
• To understand the typical stages of crisis behaviours
and appropriate staff responses.
• To appreciate the importance of recording and reporting
including risk assessment and behaviour management plans
and the value of a process for monitoring and evaluating.
• To develop a gradual and graded range of personal
safety and positive handling techniques, including standing
and seated responses.
• To understand their involvement and entitlement
to a post Incident support and de-briefing framework for
all involved in serious incidents.
| 6.
What are the learning activities – the approach
and methods? |
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The training approach is largely visual
and involves a high level of interaction and involvement
by trainees. The methods vary including: set PowerPoint
delivery of information, interspersed with media clips
and relevant working examples. Conducted role play, table
top discussions around set activities, a low level physical
team-building warm up, leading to core and optional physical
activities. Trainees undertake a quiz to measure their
gain in knowledge and theoretical understanding.
The initial meeting between the service
manager and lead trainer decides the optional risk reduction
physical elements to be delivered and advises the organisation
on paperwork that underpins practice in this area.
| 7.
Why did you choose these activities?
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We selected the activities to be
informative, enjoyable, relevant to the specific working
environments of the trainees, promoting teamwork and allowing
for accelerated teaching and learning.
Resources required to ensure effectiveness
and improved performance include: a standardised course
work and text book, a unique trainees certificate. A web
site www.team-teach.com.au allowing registration for courses
and acts as a resource area for updating and informing
all levels of participants and tutors.
Finding and developing the right people
to deliver the training is essential to the success of
the programme. Effective trainers display the following
characteristics:
• a commitment, balanced passion,
enthusiasm and belief for the training and associated
benefits for the individual, workplace and community.
• a credibility factor within the
service setting receiving the training i.e the tutor should
know what it feels like and where possible have direct
experience of working in that “type” of service
setting.
• a confidence and competence consistently
evidenced over a 2-3 year period, centred around their
knowledge, skill and understanding of the subject matter
and a willingness to learn.
| 8.
Why is this an example of exceptionally effective
learning? |
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The cascade model of delivery has
promoted rapid growth within a short time span. The summary
evaluation reporting and recording quality and assurance
procedures and systems have worked well.
The web site www.team-teach.com.au has
provided a total resource and information area. It has
been well used by tutors and visitors.
The ability for tutors to use the web
site and gain access to their password protected area
to download the latest resources, view their work contact
details via the tutor database, register for future courses
as well as visiting current news issues has proved to
be an effective conduit for teaching and learning.
In built into the training framework
is a requirement for all tutors and course participants
to attend refresher courses at which updates are provided
as well as basic skill, knowledge and understanding refreshed
and re-assessed. This allows the knowledge, skill and
understanding gained by course participants and tutors
on courses to be sustained and built upon over time.
| 9.
What success can be expected? |
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Success can be measured by the
extent to which staff groups and services have undertaken
such accredited training and reported feeling better prepared
to cope with difficult behaviour and more knowledgeable
about the policies and procedures under which they were
operating.
Success would be defined by the extent
to which children, young people and staff would feel safe
and secure within their working and living environments.
(See research conducted by Portsmouth University April
2004)
| 10.
How can we be re-assured that Team-Teach will reduce
the risks related to behaviours presented in our
particular service setting? |
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Following a closed course request
for a 6 or 12 hour course a Senior or Principal tutor
will make contact and arrange for an initial visit to
meet and discuss the core and optional modules that are
to be delivered within your setting. Our courses are shaped
to meet your needs Apart from three core neck and arm
personal safety responses all other physical responses
are decided in discussion with management at the initial
visit.
The selected modules should be informed
by risk behaviours that have been displayed, evidenced
via incident reports, statements, etc in the setting concerned.
The preference of Team-Teach is for whole
staff training and for specialist services and settings
to be able to resource themselves by developing their
own “in house” tutor support. This would allow
service settings to refresh staff on a more regular basis
and to train new staff as needs dictate.
| 11.
How are the physical techniques developed, approved
and decided upon? |
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Team-Teach provides a wide range
of risk reduction positive handling techniques. They have
been endorsed via the Risk Assessment Panel and the U.K
Steering Group. (See News Section on the web site for
details of compositions)
All members of these groups have an in
depth knowledge of the techniques, many being tutors themselves.
Modifications and developments to techniques are passed
through the Risk Assessment Panel.
No single technique is foolproof
or can be guaranteed to be 100% effective. The physical
techniques of Team-Teach will reduce risk, their effectiveness
being linked to the confidence and competence of the individuals
concerned.
| 12.
Will the Team-Teach physical techniques provide
risk reduction for the most difficult and dangerous
of presenting behaviours? |
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For specialist service settings
working with the highest risk behaviours it may be necessary
to provide staff with additional advance modular training.
Beyond the initial 12 hour course.
| 13.
How do settings access the advanced Team-teach Modules? |
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Intermediate tutors can apply for
a 4 Day advanced tutor course which will certify them
to deliver advanced modules within their employer’s
service setting.
Advance modules can only be provided
to staff groups who have already completed a 12 hour course
and have a evidenced need for such knowledge, skill and
understanding
Principal & Senior Tutors can also
be contracted to deliver advance modules within service
settings. For more details contact Team-Teach on 0405
411 871 or email
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| 14.
Who Supports & Accredits Team-Teach?
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In the UK, Team-Teach is accredited
by British Institute of Learning Disabilities, received
letters of support from the teacher unions: National Union
of Teacher, National Association of Schoolmasters &
Union of Women Teachers, is the preferred stated approach
(See their respective web sites) of the Social Emotional
Behavioural Difficulties Association and the National
Association Head Teachers.
Team-Teach courses are recognised by
the National Control and Restraint General Services Association
and have received favourable comments from Inspection
Bodies such as Ofsted, Health & Safety Executive,
Care Standards, etc..
In Australia, it is the preferred approach for an increasing
number of Special School, Special Education Units and
also a number of Catholic Dioceses. It has also been successfully
implemented in a New Zealand Special School, with a New Zealand community implementing it in 2008.
The flexibility
of training in meeting the needs of particular settings
has also been well received with feedback from courses
showing 93-99% ratings of Very Good or Excellent in all
key feedback areas.
| 15.How
widely and in what service settings is the training
framework being used? |
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Team-Teach training is used across
a wide range of service settings, age ranges, local authorities
& Health Care Trusts. As a training package with a
core and modular training approach, it provides service
settings with the flexibility to identify the relevant
skills & strategies that reduce the particular risk
within the service settings concerned.
Presently, the training is being used
in playgroups / nurseries, primary & secondary mainstream,
children’s homes & special schools of all types
of described special need, including secure & psychiatric
units, health care trusts & adult respite care settings.
Team-Teach Ltd was established in 1997,
since this time it has become the largest provider within
the U.K. Having trained over 2,000 tutors who between
them have trained 400, 000 people in over 85 Local Authorities
in the U.K.
I t is the preferred approach for an increasing number
of Special School, Special Education Units and a number of
Catholic Dioceses. It has also been successfully implemented
in a New Zealand Special School and is to be implemented in a New Zealand community who provides for individuals from school to old age.
The flexibility of training
in meeting the needs of particular settings has also been
well received with feedback from courses showing 93-99%
ratings of Very Good or Excellent in all key feedback
areas.
| 16.
Is there any published evidence about the implementation
and/ or relative effectiveness of Team-Teach?
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Portsmouth University have published
research (April 2004) into the value and impact of Team-Teach
training in mainstream education services. For the Executive
summary and full report see:
www.team-teach.com.au
“Over half of the 32 trainees
who attended the courses observed by the researcher had
used both the de-escalation and positive handling techniques
at the three-month follow up. They reported increased
levels of confidence.
Seventeen LEA officers indicated their
belief that Team Teach could make a positive contribution
to:
• the feelings of safety experienced
by students and staff in schools;
• staff confidence in their ability to manage challenging
behaviour
After the training the staff reported
feeling better prepared to cope with difficult behaviour
and more knowledgeable about the guidelines under which
they were operating”.
“The seventeen LEA officers
indicated their belief that Team-Teach could make a positive
contribution to the number of staff suspensions, assaults
on staff and exclusions from school” (Portsmouth
University, April 2004)
For more testimonials please see UK and
Australian web-sites
| 17.
Is there access to a network of other practitioners
currently using this model (support networks) If
so, how this work? |
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Yes. Team-Teach provides support
networks at a variety of levels.
• Within the web site, www.team-teach.com.au
, when qualified Intermediate tutors receive a password
and username that allows them complete access to a database
of all registered tutors within Australia and New Zealand,
they can also access registered tutors in the UK. There
is a commitment from all tutors and employers to share
good practice including welcoming exchange visits.
• Team-Teach will distribute on
its tutor courses examples of good practice documentation
with regard to policy, behaviour support and intervention
plans, incident reports, risk assessment, complaints,
rights and responsibilities documents, de-briefing procedures,
examples e.g. 6 & 12 hour training programmes, PowerPoint
presentations to match
• A U.K. Steering Group has been
established that provides a focus for sharing good practice
at a strategic level. The Group also advises on future
developments (See www.team-teach.co.uk news section for
further details) There is an expectation that a Australian/New
Zealand Steering Group will be established shortly.
• Principal & Senior tutors
are also available to provide peer supervision and on
going support. (A consultancy cost is involved on average
$500 per day – for further details contact
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| 18.
What are the financial costs involved of training
our own employees to be tutors? |
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Team-Teach has a quality control
and assurance requirement that tutors must not train new
staff alone and must operate within permitted tutor: course
participant ratios. Therefore to deliver training it will
take a minimum of 2 tutors.
First, a tutor has to successfully pass
a 12 hour course. (See Costs section on web site)
2008 Costs - $240 plus GST per person
to complete 12 hour course.
The course member can then apply to be an Intermediate
tutor, cost of $1495 plus GST for the 5 day course.
The intermediate certificate will allow the tutor to deliver
the 6 and 12 hour course “in house” and within
their district who work for the same employer –
please contact us for clarifications.
The Intermediate tutor can then apply for the 4 Day Advanced
tutor course which meets aims to meet the highest levels
of risk presented by individuals, including responses
to objects that can be used as weapons, intentionally
or otherwise. Also includes modules on ground recovery
positions, issues around transport and challenging behaviour.
TT Protocols apply.
The 4 Day Advanced course closed costs are $1495 plus
GST per person. The Advanced certification will allow
the tutor to deliver “in house” Advance modules
to employees within their district who work for the same
employer – please contact us for clarifications.
| 19.
Are “In House” tutors allowed to lead
training outside of their own service or employers
settings? |
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No. Only Principal
and Senior tutors contracted to and by Team-Teach can
provide training outside of their employers service settings.
| 20.
Can a “In House” tutor assist another
tutor in a different employers service setting? |
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Yes. Providing the external tutor
is only assisting and that the liability insurance arrangements
are clearly the responsibility of the leading “in
house” tutor it is possible for tutors to act as
assistants across local authorities/Trusts/services.
| 21.
How often do intermediate and advance tutors need
to recertify? |
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From January 2003 the UK steering
Group decided that Intermediate tutors need to come back
to be refreshed within the first 12 months. There is a
4 month grace period during which tutors can still assist
but not lead training. Following the first recertification,
tutors are then required to refresh within a period of
24 months.
Advance tutors need to recertify every
12 months with a four month grace period during which
they can assist but should not lead training.
| 22.
How often should a course member who has passed
a 6 hour course be recertified? |
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From January 2003 the UK Steering
Group decided that a 6 hour course participant was required
to recertify within a 3 year period.
| 23.
How often should a course member who has passed
a 12 hour course be recertified?
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From
January 2003 the UK Steering Group decided that a 12 hour
course participant was required to be recertified within
a 24 month period.
| 24.
What happens if my training certificate is out of
date and l continue using the techniques?
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Team-Teach will actively support
(including expert witness support if required) employers
and individuals who are acting in good faith and are working
within published Team-teach certification time scales.
Employers and employees who knowingly
act outside of these time scales, Code of Practice &
Protocols expose themselves to the potential of higher
litigation and liability costs.
| 25.
Are there any expectations that would be made of
any employer / service setting wishing to undertake
training in this model e.g. previous training, protocols,
commitment of leadership and management ?
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It
is essential that leadership and management are committed
to the implementation of this training for it to be a
success. This commitment is displayed through participation
in the actual courses and documented support within policy.
Also in supporting “in house” tutors (time
& resources) to deliver the training.
There would be an expectation within
Team teach training that both the individuals, service
settings & authorities were performing the training
within the published Code of Practice and Protocols. (See
web site links)
| 26.
I have completed a Team-Teach 12 hour basic course
and wish to become a tutor. How do l go about this?
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Individuals, who have a 12 hour
certificate that is valid, i.e within a period of 24 months
can apply on behalf of their employer to become trainers.
We do not issue tutor certificates that allow them to
go into “private practice” If colleagues wish
to discuss the possibility of licensing arrangements please
contact
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for a discussion.
Open Registration can be completed via
the web site registration process.
| 27.
I am a trainer with another system, can l bypass
the 12 hour course requirement? |
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No.
Best practice suggests that individuals are significantly
disadvantaged by not having experienced a 12 hour course.
| 28.
What are the benefits of Team-Teach training?
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Team-teach provides organisations with and stresses the
importance of documentation that underpins and supports
the process and people involved including: Policy (Local
& Corporate), preferred de-escalation strategies,
behaviour plans involving positive handling, incident
reports, risk assessment forms, expressing concerns and
complaints, recording, monitoring, evaluating templates,
allowing authorities/service settings to develop them
specifically for their own needs.
• A supportive framework for tutors
& Local Authorities including rigorous quality control
and assurance procedures (Random sampling, summary evaluation
form, course members record of completion and random sampling
form, post practice questionnaire)
• Access to a 24-hour telephone
help line and expert witness support if faced with litigation.
• Web site with updated News, courses
(Tutor and re-accreditation) available and access to “good
practice” materials, written guidelines / policies
available on the Web site (Within tutors restricted page
– password / username required)
• Access to a UK Network of over
2, 000 registered tutors (committed to sharing “good
practice”, including reciprocal visits) listed on
the Website
• Tutors mpg files , lesson plans,
pens and “Badge of Office” Key Team teach
expressions and activities for the staff room designed
to raise and maintain the profile of the training
• Theory coursework booklet, text
and Certificates including standardised Health questionnaire,
course joining instructions and course evaluation form
Foundation and Basic PowerPoint presentations programmes
to go with 6 and 12 hour course outlines.
• Working within and recognition
of the British Institute Code of Practice for Training
Providers in Physical Interventions
• Availability of tutor peer supervision
providing support for training and related issues. Awarding
of “gold” standard certification for service
settings achieving gold standard criteria.
| 29.
How do l go about becoming a Team-Teach tutor? |
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The first step is to have the support
of your employer. As the tutor certificate will allow
the individual to only provide training on behalf of their
employer to employees working within their own setting
and within their district – please contact us for
clarification.
Second step is to pass a two day / 12
hour Basic Team-Teach course. Individuals can then apply
for a 5 day intermediate tutor course.
Best practice suggests that the initial
two day course should be a closed event for that service
setting and that the aspiring tutors should be part of
the closed staff group receiving the training.
Protocols do not allow employers tutors
to deliver training to new staff groups on their own.
Therefore it is always a good idea to have at least two,
preferably three tutors trained from one employers setting.
Individuals, who have a 12 hour certificate
that is valid, i.e within a period of 24 months can apply
on behalf of their employer to become trainers. We do
not issue tutor certificates that allow them to go into
“private practice”
Course registration can be completed
on line by clicking onto course registration via the web
site registration process on www.team-teach.com.au. A
help line is available on 0405 411 871.
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