PR-TFC Pre-Service Curriculum Training of Trainers Certification

By the end of this training, you will be able to:

• State the professional characteristics of treatment parents.
• Identify the knowledge and skill competencies required of treatment parents.
• Explain the roles and responsibilities of treatment parenting.
• Identify typical members of the treatment team and their roles.
• Describe key elements of prudent parenting, supervision levels, and advocating for children in care.
• Explain the importance of developing partnerships with treatment team members, especially with the child’s family.
• Describe the supports available to treatment parents within the organization, treatment team and the community.

By the end of this training, you will be able to:

• Identify age related milestones during typical child and adolescent development.
• Describe the basic ways that Adverse Childhood Experiences, Social Determinants of Health and Institutional Racism and Transgenerational Trauma affect the families and children served in TFC programs.
• Describe the types and effects of traumatic experiences on children’s development.
• Identify elements of positive brain development and the impact of trauma on a child’s developing brain.
• Understand the basis of the Regulate – Relate – Reason model in helping dysregulated children.
• State the positive aspects of teaching and relationship building through TFC Discipline Practices.
• State the regulations on prohibited practices including the use of physical and other forms of corporal punishment.
• Describe the use of a Family Sexual Safety Contract as a tool for child and family safety.
• State the legal obligations and program expectations of treatment parents as mandated reporters of child abuse.

By the end of this training, you will be able to:

• Describe the four common types of neuro‐developmental disorders that affect children.
• Identify the most common psychiatric diagnoses of children served in TFC programs.
• Describe parenting strategies used to work with children with these common psychiatric disorders.
• Describe the effects that separation, loss and grief can have on the relationships between children, their families and treatment parents.
• Identify relationship building tools and strategies used to help children in various stages of the grief cycle.
• Describe the use of co‐regulation in helping a dysregulated child regain emotional control.
• Describe the benefits of self‐soothing and relaxation techniques for children in care.
• State the role of medication as part of a child’s treatment plan.
• Describe the treatment parent’s role in the use and monitoring of medications.

By the end of this training, you will be able to:

• Describe how the Principles of Trauma Informed Care aid in understanding the process of building relationships with children in care.
• Identify the stages of developing relationships and important areas of engagement and challenge in each stage.
• Describe how the Regulate‐Relate‐Reason model is used in the “Testing Boundaries” stage of relationship development.
• List several ways that treatment parents can begin to build healthy attachments with children placed in their home.
• Describe ways that treatment parents can build connections with their child’s family and strengthen their child’s connection to their family.
• Identify ways for treatment parents to join with children through understanding their family’s culture.
• List the benefits of “catching kids being good” and using descriptive praise to promote positive behavior.
• Demonstrate the Social Reward skill with the role play scenarios.

By the end of this training, you will be able to:

• Describe the value and role of communication in developing relationships with children.
• Recognize typical parental responses to children, and how these can hinder relationships, and shut down communication.
• Identify some of your own typical communication patterns when responding to children.
• Describe elements of nonverbal communication and their typical effects on others.
• Relate how connecting and listening with empathy can help build more open communication with children.
• List the component skills of the Active Listening Response.
• Demonstrate the use of the Active Listening in role play scenarios.

By the end of this training, you will be able to:

• Identify the connection between a child’s behavior and the need they are trying to meet.
• Describe the uses of Applied Behavior Analysis and a Functional Behavior Assessment in determining the goal of, or need being met by a particular behavior, and developing strategies to teach more positive, appropriate behaviors.
• Describe how using rewards effectively can promote positive behavior and build parent-child relationships.
• Identify the stages of the Conflict-Crisis Cycle and the treatment parent’s role in reducing a child’s stress level to promote regulation, communication, and relationship.
• List the reasons and situations for using a variety of interventions to support behavior change.
• Identify reasons for using “I Feel” messages and describe the steps of the skills.

By the end of this training, you will be able to:

• Understand the importance of Executive Function Skills.
• Describe how to determine motivation problems from skill deficits.
• Describe the methods used to determine what skills to teach and how to teach them.
• List the criteria for selecting behaviors to skill teach.
• Describe how to identify a child’s personal strengths.
• Understand the connection between brain development and learning.
• Describe the process for completing a Task Analysis.
• Demonstrate the steps of the Skill Teaching procedure.

• Define conflict and describe some of the dynamics including myths and truths about conflict.
• Provide examples of situations where conflict resolution skills will be needed in your role as a treatment parent.
• Describe several styles of conflict management, when they may be best used, and give examples of their positive and negative outcomes.
• Identify your general approach toward conflict management including strengths and weaknesses.
• Describe how parents and children can provoke and escalate each other’s conflict cycles.
• Identify the key elements of preparing for a conflict resolution meeting.
• Demonstrate the steps of the conflict resolution technique.

• Provide a functional definition of crisis and how crisis is viewed from the adult’s and child’s perspective.
• Gain an understanding of the three Crisis Facts of our TFC model.
• Explain the importance of Safety and Awareness during crisis situations.
• Describe the Behavioral Indicators of crisis using the Stages of Crisis model.
• Describe the brain’s reaction to stress using the Stress Response System model.
• Describe the Interactional Development of a crisis using the Conflict
• Cycle model including how treatment parents can use their relationship with a child to reduce stressful situations.
• List behavior support interventions that can be effectively used at each stage of a crisis.
• Explain the benefits of using consequences that teach healthy behaviors and decrease inappropriate behavior.