The Teaching-Family Model: A Replicable System of Care

Kirigin, Kathryn A.

doi:10.1300/j007v18n03_09

Cited by 12 publications

(15 citation statements)

References 6 publications

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“…In a meta-analysis of research involving group home and residential centers Frensch and Cameron (2002) discovered that studies involving group homes using family-oriented treatment tended to find more positive outcomes than studies of residential centers. Similar outcomes are evident for juvenile offenders (Larzerene et al 2004;Kirigin 2001). Lee and Thompson (2008) report an increase in educational attainment, positive adult-youth relationships, and decreases in re-arrest rates for youth served in teaching-family homes over those served in residential programs.…”

Section: Family and Institutional Carementioning

confidence: 71%

“…The unique aspect of this orphanage was the fusion of those frameworks. Research from Russian orphanages (Groark et al 2003), and Western center-based behavioral health care (Kirigin 2001), and childcare (NICHD 2000) depict caregivers as professionals. Professional boundaries are established with the understanding that the surrogate caregivers are not parental figures (Eisikovits and Beker 1983).…”

Section: Resultsmentioning

confidence: 99%

“…These couples are usually referred to as teaching parents. The model was first created in the 1970s to draw upon the supportive nature of a family-like setting (Kirigin 2001). The family-like treatments within these homes are linked to greater academic gains (Larzerene et al 2004) and social outcomes (Jones and Timbers 2003) for children and youth.…”

Section: Family and Institutional Carementioning

confidence: 99%

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Navigating Family Roles Within An Institutional Framework: An Exploratory Study In One Private Chinese Orphanage

Neimetz

2010

J Child Fam Stud

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Current research in child development has espoused the benefit of family-like routines in institutional orphanage care. However, the institutional framework evident in large-group orphanage care often hampers the creation of nurturing, family-like environments. This qualitative study is part of a larger case study exploring how one private Chinese orphanage infuses a family-like structure into an institutional setting. Data is examined from an ecocultural viewpoint, looking at how caregivers and directors' attitudes and behaviors reflect universal caregiving practices and how they reflect the distinct cultural forces within this private Chinese orphanage. Data came from conversation-like interviews with the director, co-director, and two direct caregivers. This information was combined with observations that resulted from me living within the orphanage for a period of ten days. Results indicate the family-like environment was created primarily through the staff's articulation of and identification with family roles (father, mothers, brothers, sisters rather than director, co-director, caregivers, and children). Family-like roles often involved levels of intimacy not typically found in institutional settings such as the culturally accepted practice of co-sleeping with younger children. Results are presented in textual format followed by implications for institutional frameworks.

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Section: Family and Institutional Carementioning

confidence: 71%

Section: Resultsmentioning

confidence: 99%

Section: Family and Institutional Carementioning

confidence: 99%

See 1 more Smart Citation

Navigating Family Roles Within An Institutional Framework: An Exploratory Study In One Private Chinese Orphanage

Neimetz

2010

J Child Fam Stud

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“…The Teaching-Family Model is an internationally disseminated evidence-based system of care designed to promote quality living for children, adults and their families (Teaching-Family Association 2008;Cornell 1999;Fixsen et al 2001;Gendreau and Ross 1987;Kirigin 2001;Kumpfer 1999;Lipsey 1999;Wolf et al 1995). Since 1967, an estimated 10,000 Teaching-Family Model professionals have served over 85,000 individuals and families (Risley 2005).…”

Section: Historical and Theoretical Grounding And Major Componentsmentioning

confidence: 99%

“…Examples from the current study for the procedures ''effective praise'' and ''the teaching interaction'' (Kirigin and Wolf 1994;Phillips et al 1974) appear in Table 1. Examples from the current study for the Teaching-Family phases of skill acquisition (Kirigin andWolf 1994, 1987) appear in Table 2.…”

Section: Intervention Proceduresmentioning

confidence: 99%

The Effects of a Classroom-based Intervention on Aggression-related Injuries

DeWein

Miller

2009

Child Youth Care Forum

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The researchers examined the effect of a classroom-based intervention on the frequency of aggression-related injuries occurring at an inclusive early education center. Aggression-related injuries involving five children decreased 79% following the intervention. Teachers implemented the procedures with fidelity. Treatment fidelity and child outcomes maintained during follow-up. Parents completed a survey developed by the researchers to measure parent perceptions of the impact of child aggression at home. Before and after results suggested that parent perceptions regarding the impact of child aggression at home declined following treatment. Teacher ratings suggested that teachers were satisfied with the usability of the procedures, the amount of work involved, and child outcomes. The researchers describe efforts to sustain a developing program.

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