Key points about Team Teach Training
From the Team Teach website:
Where possible, the expectation is that course members will exhaust all behavioural management strategies before they physically intervene. Where and when there is time, the physical interventions should be viewed as a "last resort option" for staff.
Positive Behavioural Support (PBS) approaches are entirely compatible with Team-Teach. PBS describes well how the 95% of Team-Teach is being applied in good practice settings for people with intellectual disabilities. It is a framework encompassing a range of recognised good practices, rather than one exclusive, prescriptive, therapeutic approach.
All physical techniques should be endorsed in policy and supported by management and those in "authority".
Where a service user requires repeated physical management, the strategies and techniques should be planned for and agreed in advance. They should be written out and included in individual care/health/education / behaviour management plans.
The training emphasises positive handling as but one part of a whole setting approach to behaviour management. Physical techniques should not be taught in isolation. In Team-Teach training, they account for only two out eight modules.
The training has evolved from a residential care and educational background. It continually emphasises positive relationships as being the key element in our working. The physical techniques can help to protect and maintain these relationships."If you treat an individual as he is, he will remain as he is, if you treat him as if he were what he ought to be, he will become what he ought to be and what he could be" (Goethe 1749-1832)
The physical techniques have sufficient range and robustness to be appropriate across the age and development range, for both the intentional and non-intentional "challenging" individual.
The physical techniques provide a gradual, graded system of response commensurate with the situation, task and individuals involved, allowing for phasing up or down as dictated to by the circumstances at the time.
The use of force must be reasonable, proportionate and necessary.
There is an emphasis on appropriate and targeted verbal and non-verbal communication Paraverbal skills matter at all times, during a restraint however, it is what you communicate / say and how you communicate / say it that is important.
The aim is for the person to calm down sufficiently so that staff can return the physical control and help find a better way.
A calm approach with staff using (Communication, Awareness /Assessment Listening/Looking and Making Safe skills) is expected at all times when managing such situations.
Staff are encouraged to make a risk assessment, both before, during and after any serious incident involving positive handling. Running parallel with this risk assessment is the "duty of care" question they have both to the service user and themselves.
Staff numbers: Where there is time and sufficient resources the emphasis should be on the involvement of at least two members of staff when such crisis situations occur.
The training will aim to comply and work within "good practice" guidelines produced by government departments.. Team Teach. has been actively involved with consultation by government departments looking at "good practice" principles in this area. Training will comply with the Human Rights Act.
There is an emphasis on the Health and Safety of course members through-out the training. Support and co-operation are key values with the emphasis being on using the minimum amount of force that is necessary in order to achieve the objectives. That the resistance used in training is proportionate to the level of confidence and competence gained. Role-play is carefully controlled by instructors and is not used until course members have acquired sufficient skill and expertise.
The training venue, (the amount of available space) is an important element in keeping training safe.
Although a serious subject, the training has a fun element and will enhance team-work, co-operation and staff - morale.
Training will help Local Authorities / Organisations meet their obligations under Health and Safety / Safeguarding legislation, thus reducing potential liability claims.
Team-Teach is presently accredited by ICM in 2015 and historically by B.I.L.D : 2006, 2009 and 2012) . The physical techniques are constantly being evaluated and monitored, with safety for staff and service users being paramount.
Team-Teach instructor courses are quality controlled and externally moderated.
Tutors are assessed in both the theory and practical elements of the course.
Tutors can become part of a "good practice" trainer database network, available to trainers via their trainer area on the tt web site.
Following training, as staff become more confident and competent, there should be a decrease in the amount of serious incidents / restraints taking place.
Team Teach acknowledges that no single technique is foolproof. All incidents and situations carry an element of risk. The physical techniques in Team Teach seek to minimise risk whilst providing a caring and considered response.
Team Teach promotes cross-agency, multi-professional collaboration - Team-Teach training has received letters of support from unions and National Associations, as well as favourable comments from OfSTED and the Health & Safety Executive.
Dr Sarah Evans of the University of Wales conducted a project (November 2014) evidencing the benefits of Team Teach training: " When assessing students there was a clear improvement in behaviour management techniques...All participants were awarded certification which enhances their CV and can enable them to work in more challenging / vulnerable settings with an increased awareness of the legal framework and apply appropriate de-escalation...when observed both formatively and summatively students have increased skills in behaviour management in professional settings, most notably in the mental health field.."
An international network of over 8, 000 registered tutors and over 90 plus Local Authorities are using Team-Teach as their preferred training method in children's, adult services and Health Care Trust across the full range of the needs / risk continuum.