Therapeutic Family Teachers must be stable, married couples, or an individual with
exceptional internal coping mechanisms to deal with the rigors and intensity of this
The Primary Therapeutic Family Teacher must hold a minimum of a Bachelor’s
degree from an accredited college/university.
Therapeutic Clinical Family Teachers have two years of supervised mental health
experience and a behavioral science bachelor’s degree or four years of supervised
mental health experience and a bachelor’s degree.
Family teachers are provided with 40 hours of pre-service training by a Youth Quest
certified training specialist in several areas that enhance their ability to effectively
provide treatment. The pre-service training workshop includes, but is not limited to,
motivation systems, learning theory, professionalism, teaching interactions,
intensive teaching, observing and describing behavior, tolerances, family-style living,
rationales, counseling, self-government, safety of natural children, and suicide
Training is provided by a medical professional in Blood-Borne Pathogens and
CPR and First Aid are provided by the American Red Cross.
Family Teachers must obtain a negative TB test prior to direct work with clients and
must complete all necessary employment forms prior to working directly with clients.
In-Service training attendance is required twice per month, or as required by the
consultant. This provides for constant review of the teaching-family model and its
policies and procedures. Topics are decided by Human Resources and are usually
centered on the immediate needs of the staff.
Merit raise reviews are primarily based on in-service and consultant training and
feedback and the ability to apply and implement all training into practice.
Family teachers are encouraged to attend journal clubs and other enrichment
activities held for the strengthening of staff. Family teachers are encouraged to
attend on-going training in various workshops provided by the Teaching Family
Association, and organizations around the community.
Examples include conferences, Client Behavior Intervention (CBI) training, etc.
Human Resources will notify providers when opportunities become available.
The primary duty of the Family teachers consists of the performance of work
requiring advanced knowledge in a field of science or learning, namely, the
Teaching-Family Model. Family teachers are responsible for administering
motivations systems, skill based training for clients, counseling, therapeutic
interventions, preventive teaching, interactive teaching, consequential teaching,
intensive teaching, and other forms of counseling and interventions required to fulfill
and create a therapeutic environment for the clients.
Family Teachers are expected to work as a team with all staff.
Family teachers, in working with consultants, determine the consequences, both
positive and negative, earned by the youth; the times and type of counseling; and the
times and forms of intervention with the youths’ families. They perform counseling
and also devise the mode of counseling needed for intervention with the youths’
families. They have discretion over the academic involvement of the youth, which
includes skill-based tutoring, interfacing with professionals in the school system as
advocates for the youth, and teaching the youth regarding subjects of character,
learning, & education.
Family teachers are responsible for the complete supervision of the client(s) they
serve. Family Teachers are to oversee the nutritional health of the client(s).
Typically they wake up and prepare the client(s) for school and send them to school.
At least one intervention is recommended to be provided to the client prior to leaving
for school. This could include a goal for school which compliments their service
Upon returning from school, they are to oversee the completion of daily
responsibilities of the clients through feedback and must ensure constant
supervision if the client is in the company of natural children. Higher job satisfaction
among couple family teachers has been found when both partners are making
significant contributions to caring for the client.
During the sleeping hours, the family teacher is responsible for ensuring to the best
of their ability that the client is sleeping. It is recommended that family teachers
supervise them when they are awake and come out of their rooms to use the
bathroom or with other concerns. Monitors (when requested) will assist staff by
notifying them when a client comes out of their room during client sleep times and
will ensure the safety of natural children.
Appropriate tolerances are to be strictly maintained. Rules which are flexible
according to their preferences must be quickly clarified with the youth to ensure
structure and a lack of ambiguity in expectations of the clients. All meetings or
appointments that involve clients are to be attended by a family teacher unless
excused by consultants.
It is the family teachers’ responsibility to, as a team, understand and be involved in
every treatment aspect of their client’s lives. Of utmost importance, after the
motivation systems and Teaching Family Model are used, is the careful and
dedicated provision of a nurturing, caring home environment where adolescents can
thrive and overcome their shortcomings and restraints on their development.
All existing family rituals, traditions, and teachings are encouraged to be shared with
new client(s). This includes, but is not limited to religious practices, dinner regimen,
birthday and holiday celebrations, one on one “talks”, family home evenings, and the
appropriate use of individual attention and quality time.
Family teachers, with help from consultants, are responsible to a large degree for
the academic development of their clients. With the understanding and realization of
the weaknesses and lack of skills their clients have, it is their responsibility to help
clients regularly with schooling to reach their fullest academic potential.
These duties include activities such as “check in” calls with teachers or EC
facilitators and meetings with those persons as well as administrators to develop a
success plan if the plan being used is not working well. Youths’ progress should
be carefully monitored through the use of: providing a regular and predictable
homework time and location, school notes, calls, and visits to their teachers to
determine their progression status.
Family teachers are to be considered the first source of tutorial expertise in all
subjects the clients may have. They should help with any and all subjects they are
Family Teachers are expected to maintain their home to licensing standards. A
monthly maintenance checklist will be provided as part of the monthly folder if the
provider desires this.
Service documentation should be complete and accurate. This information needs
to be turned in by the fifth day of the following month. Stipend checks for services
will be held until this documentation is reviewed and complete. Documentation
should be turned into the consultant or human resources for corrections to be made
within three days to allow for timely distribution of stipend checks. Providers should
allow up to three weeks for stipend checks.
Every year service documentation may be audited by Medicaid and other government
entities. Mistakes on service documentation can result in Youth Quest having to pay
back for services rendered, which may result in TFT Providers requiring payback.
It is vital to Youth Quest’s and TFT Providers financial viability that service
documentation don't contain mistakes.
To prevent this, service documentation should go through several reviews by TFT
Providers before being considered complete.
TFT Providers are the first reviewers responsible for printing and auditing all service
documentation each month.
Fire Drills: TFT Providers are responsible for doing fire drills no less than quarterly.
Independent Living Education
The Family teachers are to take it upon themselves to adequately prepare each of
their clients with the possible expectation that they are to be discharged to live
independently upon their 18th birthday. With this recommendation, it is expected
that they teach the clients personal hygiene skills, job and career exploration and
acquisition, budgeting and money management, social skills related to the “real
world”, and any other skills that the family teachers feel necessary for their client to
thrive. Resources can be obtained through human resources, the consultant, or the
local social services department.
Any other duties discussed with the family teachers by the consultant, training
specialist, or clinical director should be considered part of the policies, even when
not explicitly written here.
THERAPEUTIC FAMILY TEACHER PROVIDER
|Youth Quest Inc.
TFS Provider Stipend
$1560/mo per client
Up to 2 clients per home
See Sample Contract
45 Paid Therapeutic Leave Days
(if available resource)
Professional Liability Insurance
Client Medically Insured
Youth Quest Beach Condo
A level of care provided in
a community based setting
to children or adolescents
who have been removed
from their natural home
by an agency (i.e.; a Court
or Child Protective
Services agency), who
have been placed in the
custody of such agency, or
who have been placed in
Treatment Foster Care by
This level of care is for
requires more intensive
treatment and supervision
than is usually found in a
traditional or kinship
foster care placement. The
individual is placed in the
safe and secure
environment of a private
home setting, licensed as
a treatment foster care
home, with adults
(treatment foster parents)
who have received
specialized training in
the care of
emotional or substance
The biological and/or
adoptive family may
also require support and
if reunification is the
Services provided in this
and crisis intervention as
needed. Treatment foster
parents assure that the
needed psychiatric and
medical care and
Treatment foster parents
receive supervision and
are supported by the staff
and programs of the child
placing agency. This
level of care is
have been recently
discharged, or are being
diverted, from residential
There is an expectation
that the child/adolescent is
maintained in the
preparing for permanency
placement: return to
family of origin, adoption,
foster care or kinship
care, or independent living.