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Staff Qualifications
Associate family teachers must be stable individuals with high standards
who work well in team settings.
Full-time associate family teachers must hold a minimum of a bachelor’s
degree in human services from an accredited university.
Non-Smoker
Associate family teachers must be stable individuals with high standards
who work well in team settings.
Full-time associate family teachers must hold a minimum of a bachelor’s
degree in human services from an accredited university.
Non-Smoker
Training
Pre-Service
Family teachers are provided with 40 hours of pre-service training by the
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, observing and describing behavior, tolerances, family-style
living, rationales, counseling, self-government, safety of natural children,
and suicide prevention. Training is provided by a medical professional in
Blood-Borne Pathogens and Medication Administration. 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
Weekly In-Service training is required. 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.
Continuing Education
Associate family teachers are required to participate in research for
journal clubs when scheduled. Associate family teachers are also
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 staff when opportunities
arise.
Basic Duties
The primary duty of the associate family teacher is to provide in-home
support, respite care, and treatment to all clients of Youth Quest. The
performance of work requires some knowledge in a field of science or
learning, namely, the Teaching-Family Model, together with the
underlying principles of applied behavioral psychology. Associate Family
Teachers are responsible for administering motivations systems, skill
based training, counseling, therapeutic interventions, preventive
teaching, interactive teaching, consequential teaching, and intensive
teaching under the supervision of family teachers.
Associate family teachers are required to assist the family teachers. They
will have no regular routine to follow other than certain overriding
principles of applied behavioral psychology. They determine the activities
performed by the family, and the consequences; both positive and
negative earned by the youth. They have discretion over the academic
involvement of the youth and should work as a team with family teachers,
which includes skill-based tutoring, interfacing with professionals in the
school system as advocates for the youth, and teaching the youth
regarding subjects of learning and education.
Specific Descriptions of Responsibilities
Client Care
Associate family teachers are primarily responsible for two areas
a. To maintain the therapeutic environment of the home. b. To ease the
burdens carried by the family teachers.
Tolerances
Appropriate tolerances are to be strictly maintained by them and should
mirror the values and rules set forth by the family teachers. The
associate has the responsibility to be in complete synch with the family
teachers in all respects by maintaining the identical rules, maintaining a
respectful attitude towards the family teachers and their authority
especially around clients. Associates need to have the tolerance and
internal strength to “run” the home independently of the family teachers
at times. Associates support the family teachers in all client care, family
rituals, and client expectations.
Afternoon-
Associates are to oversee the completion of the daily responsibilities of
the clients through feedback and constant and intensive supervision. All
meetings or appointments that involve clients are to be attended by a
family teacher or associate. It is the associate family teachers’
responsibility, in coordination with the family teachers, understand and be
involved in every treatment aspect of their clients lives.
Evening-
Associates are to oversee that clients are in their rooms no later than 9 p.
m. It is important that vigilant supervision be maintained at this time in
order to insure that the clients are effectively preparing to sleep. Nightly
hygiene should be monitored and ensured primarily by the associate
family teacher. Lights out should be no later than 9:30. If clients are
having difficulty with this time, lights out may need to be earlier (9:15) to
ensure that clients are in their rooms no later than 9:30.
Of utmost importance, after the requisite structure of the motivation
systems and Teaching Family Model are employed, is the careful and
dedicated provision of a nurturing, caring, and genuine home
environment where adolescents can thrive and overcome their
shortcomings and restraints on their development. The ultimate goal is to
make all clients served, feel as if they are the “favorite” client because
they are all feeling adequately nurtured while providing the enormous
structure needed to help the clients thrive.
Education advocate
The associate’s, 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 push the clients to their fullest possible 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 school
notes and, when deemed necessary, calls or visits to their teachers to
determine their progression status. Family teachers and associates 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
capable. They are responsible to seek out other sources of tutoring if
their expertise falls short or time and attention become limited due to the
constraints of dealing with up to three other clients.
Independent Living Education
The associate family teachers should assist in adequately preparing each
of the clients for 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 necessary for
their client to thrive in the real world. Creativity and resourcefulness are
positively regarded.
Other Duties
Any other duties discussed with the Associate Family Teachers by the
Family Teachers, Consultant, or Clinical Director should be considered
part of the policies, even when not explicitly written here.
Pre-Service
Family teachers are provided with 40 hours of pre-service training by the
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, observing and describing behavior, tolerances, family-style
living, rationales, counseling, self-government, safety of natural children,
and suicide prevention. Training is provided by a medical professional in
Blood-Borne Pathogens and Medication Administration. 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
Weekly In-Service training is required. 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.
Continuing Education
Associate family teachers are required to participate in research for
journal clubs when scheduled. Associate family teachers are also
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 staff when opportunities
arise.
Basic Duties
The primary duty of the associate family teacher is to provide in-home
support, respite care, and treatment to all clients of Youth Quest. The
performance of work requires some knowledge in a field of science or
learning, namely, the Teaching-Family Model, together with the
underlying principles of applied behavioral psychology. Associate Family
Teachers are responsible for administering motivations systems, skill
based training, counseling, therapeutic interventions, preventive
teaching, interactive teaching, consequential teaching, and intensive
teaching under the supervision of family teachers.
Associate family teachers are required to assist the family teachers. They
will have no regular routine to follow other than certain overriding
principles of applied behavioral psychology. They determine the activities
performed by the family, and the consequences; both positive and
negative earned by the youth. They have discretion over the academic
involvement of the youth and should work as a team with family teachers,
which includes skill-based tutoring, interfacing with professionals in the
school system as advocates for the youth, and teaching the youth
regarding subjects of learning and education.
Specific Descriptions of Responsibilities
Client Care
Associate family teachers are primarily responsible for two areas
a. To maintain the therapeutic environment of the home. b. To ease the
burdens carried by the family teachers.
Tolerances
Appropriate tolerances are to be strictly maintained by them and should
mirror the values and rules set forth by the family teachers. The
associate has the responsibility to be in complete synch with the family
teachers in all respects by maintaining the identical rules, maintaining a
respectful attitude towards the family teachers and their authority
especially around clients. Associates need to have the tolerance and
internal strength to “run” the home independently of the family teachers
at times. Associates support the family teachers in all client care, family
rituals, and client expectations.
Afternoon-
Associates are to oversee the completion of the daily responsibilities of
the clients through feedback and constant and intensive supervision. All
meetings or appointments that involve clients are to be attended by a
family teacher or associate. It is the associate family teachers’
responsibility, in coordination with the family teachers, understand and be
involved in every treatment aspect of their clients lives.
Evening-
Associates are to oversee that clients are in their rooms no later than 9 p.
m. It is important that vigilant supervision be maintained at this time in
order to insure that the clients are effectively preparing to sleep. Nightly
hygiene should be monitored and ensured primarily by the associate
family teacher. Lights out should be no later than 9:30. If clients are
having difficulty with this time, lights out may need to be earlier (9:15) to
ensure that clients are in their rooms no later than 9:30.
Of utmost importance, after the requisite structure of the motivation
systems and Teaching Family Model are employed, is the careful and
dedicated provision of a nurturing, caring, and genuine home
environment where adolescents can thrive and overcome their
shortcomings and restraints on their development. The ultimate goal is to
make all clients served, feel as if they are the “favorite” client because
they are all feeling adequately nurtured while providing the enormous
structure needed to help the clients thrive.
Education advocate
The associate’s, 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 push the clients to their fullest possible 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 school
notes and, when deemed necessary, calls or visits to their teachers to
determine their progression status. Family teachers and associates 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
capable. They are responsible to seek out other sources of tutoring if
their expertise falls short or time and attention become limited due to the
constraints of dealing with up to three other clients.
Independent Living Education
The associate family teachers should assist in adequately preparing each
of the clients for 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 necessary for
their client to thrive in the real world. Creativity and resourcefulness are
positively regarded.
Other Duties
Any other duties discussed with the Associate Family Teachers by the
Family Teachers, Consultant, or Clinical Director should be considered
part of the policies, even when not explicitly written here.
ASSOCIATE TEACHER-FAMILY PRACTITIONER
Youth Quest Inc.
AFT Position Pay
Starting Pay: $11.50/hour
Pay Range: $11.50-$14.00/hour
Starting Pay: $11.50/hour
Pay Range: $11.50-$14.00/hour
AFT Position Benefits
BlueOptions HSA
Medical Group Plan Participation
One Week Vacation Annually
Sick/Personal Day Pay
BlueOptions HSA
Medical Group Plan Participation
One Week Vacation Annually
Sick/Personal Day Pay
Hours
Week 1
Monday through Wednesday
2:30 - 9:30
Summer 11:00 AM - 7:00 PM
Thursday or Friday
10 AM - 10 PM
(2:30 - 10 PM if all youth in school)
Friday or Friday
2:30 - 9:30
Summer 11:00 AM - 7:00 PM
Saturday and Sunday OFF
Exception
The Associate Family Teacher is
responsible to cover all required
hours so the couple (the Live-In
Family Teacher Practitioners) can
successfully take their earned
vacation time. This will take place
16 days per year.
Week 1
Monday through Wednesday
2:30 - 9:30
Summer 11:00 AM - 7:00 PM
Thursday or Friday
10 AM - 10 PM
(2:30 - 10 PM if all youth in school)
Friday or Friday
2:30 - 9:30
Summer 11:00 AM - 7:00 PM
Saturday and Sunday OFF
Exception
The Associate Family Teacher is
responsible to cover all required
hours so the couple (the Live-In
Family Teacher Practitioners) can
successfully take their earned
vacation time. This will take place
16 days per year.
Training Pay
Teaching Family Model
Pre-Service Workshop
$11.00/hr - TFM Pre-Service Only
*No training pay if service
duration less than three months.
Payment for training hours will
occur after third month of direct
service.
Associates are given ~40 hours
of *paid pre-service training
using the Teaching-Family
Model to enhance their ability to
effectively provide
treatment. The pre-service
training workshop includes
motivation systems, learning
theory, professionalism,
teaching interactions, etc.
Teaching Family Model
Pre-Service Workshop
$11.00/hr - TFM Pre-Service Only
*No training pay if service
duration less than three months.
Payment for training hours will
occur after third month of direct
service.
Associates are given ~40 hours
of *paid pre-service training
using the Teaching-Family
Model to enhance their ability to
effectively provide
treatment. The pre-service
training workshop includes
motivation systems, learning
theory, professionalism,
teaching interactions, etc.
TO APPLY PLEASE INCLUDE
Cover Letter About You &
Resume
Please email to:
ESchofield@youthquestinc.org
Or Fax to:
(919) 942-3342
Questions? 919-942-1625 ext.3
NOTE: Home located in
SW Durham
Cover Letter About You &
Resume
Please email to:
ESchofield@youthquestinc.org
Or Fax to:
(919) 942-3342
Questions? 919-942-1625 ext.3
NOTE: Home located in
SW Durham
Other Required Training
Training class fees will be paid
for by Youth Quest and must be
completed prior to providing care
to youth.
These classes Include:
1. Innovative Behavioral
Intervention Training
2. Restraint Training
3. CPR/First Aid
4. Medication Administration
5. Blood Borne Pathogen
Training class fees will be paid
for by Youth Quest and must be
completed prior to providing care
to youth.
These classes Include:
1. Innovative Behavioral
Intervention Training
2. Restraint Training
3. CPR/First Aid
4. Medication Administration
5. Blood Borne Pathogen