Testimonials from All Service Deliveries

What our Practitioners Say

The Teaching-Family Model was exactly what we were searching for – a non-punitive motivation system, rewarding the positive behaviors, consistency, and staff involved in the teaching process.

FACT clients now change because they have learned how to think differently, and they act on that learning. Our clients have learned and practiced new skills and values that can then be put into use in real-world situations…

FACT has raised its expectations and our clients have raised their performances.

The Model in Day Treatment

Faith Lane, Methodist Home for Children FACT Program

The parental philosophy that “a child should not be praised for tasks they should already know how to do” is very common…

No true interventions were being implemented for this seven year old except the “scared-straight” tactic which reinforced the child’s negative behavior, rather than the therapeutic and strength-based approach to in-home behavioral treatment that we do as Teaching-Family Model practitioners…

The family feels they are not only supported through times of adversity, but they now feel they are an integral part of their child’s treatment process and they have become more equipped in developing clear boundaries with their relationships.

The Model in-Home

Colin Bauer, Hope Center for Children

The Teaching-Family Model provides support for me in ways I could not imagine… After grasping the concept of the Model, I gained a level of confidence that allowed me to teach in a firm yet positive approach. This approach is what earned a respectful rapport with my patients and youth.

Without evaluation from the consultants, my growth would not be possible. The evaluations are a major key to my development and growth with the Teaching-Family Model.

The Model in a Behavioral Hospital (2)

Joseph Harris, Methodist Family Health Behavioral Hospital

I’ve noticed how the kids tend to open up more to their parents and family members. For example, I may work with a kid who keeps to himself because he does not know how to express his thoughts or feelings, but over time, he becomes more comfortable with expressing his feelings and his communication gets stronger.

I can only attribute that progress to the Model method.

The Model in a Behavioral Hospital (1)

Therman Carter, Methodist Family Health Behavioral Hospital

Because the Teaching-Family Model is adapted to the needs of each student, it has allowed us to target very specific social skill deficits in each student, and to teach to those deficits.

Also, the Model has allowed us to develop strong positive relationships with our students, as the consistency that the Teaching-Family Model provides helps foster an environment in which the students know what is expected of them, and, in turn, begin to trust and open up to the staff members.

The Model in Middle School

The Model in Middle School

Kelli Schuyler, Garfield Park Academy

For me the most important emphasis in Teaching-Family Model is the word Family. By creating and providing a family atmosphere that many of our students are lacking, the students are more open to correction and feedback, especially if they feel it is meant to help them to succeed rather than to punish them, as they have often experienced in the past.

My classroom is structured like a family, and the students often will help each other when they are struggling, which is a valuable part of being a family member.

The Model in High School

The Model in High School

Jeff Dalrymple, Garfield Park Academy
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