Team-Teach has been established in the Asia-Pacific since 2004, successfully training staff from a wide range of education, health and care settings. Team-Teach has been delivered in every Australian state and territory, as well as New Zealand, and in Hong Kong to the English Schools Foundation (ESF) and Boys Society Residential School Provision. Team-Teach Asia-Pacific has a network of more than 150 tutors and has provided training to over 10,000 people!
Team-Teach Asia-Pacific also maintains strong links with the UK where it originated from. Team-Teach is the largest provider of training for mainstream, special, child and, increasingly, adult services in the UK. There are over 2000 Tutors nationally, having collectively taught over 500,000 people, principally across a wide range of care, education and health service settings, promoting a multi-disciplinary approach between education, social services and health.
The training has evolved from a residential care, education and health background working with service users with a variety of emotional, social, behavioural, learning, communication and medical needs. It fits well within a school setting where the training advocates adopting school-wide positive behaviour support (SWPBS) and/or restorative practices (RP). There are a number of case studies and an increasing body of research into the effectiveness of the Team-Teach method.
The Team Teach approach has featured on the BBC Two programme 'Just One Chance' and in The Times 'Educational Supplement'.
Team-Teach is able to provide individual and/or corporate advice at a rate of $200 (plus GST) per hour. There would also be travel and accommodation costs unless the tutor was within 50km of the setting.
Team Teach Aims
- To promote the least intrusive positive handling strategy and a continuum of gradual and graded techniques, with an emphasis and preference for the use of verbal, non-verbal de-escalation strategies being used and exhausted before positive handling strategies are utilised.
- To enable services develop acceptable and authorised responses to disruptive, disturbing, angry and aggressive behaviours in a manner that maintains positive relationships and provides safety for all, by training in Team-Teach.
- To reduce the amount of serious incidents involving physical controls in all settings and to emphasise the importance of exhausting behaviour support strategies in the first instance.
- To increase the awareness of staff concerning the importance of recording and reporting, monitoring and evaluating, all incidents involving positive handling.
- To provide a process of repair and reflection for both staff and students/service users.
Benefits and Results
- Positive Handling Strategies are constantly being evaluated, with safety being paramount. The number of serious incidents / restraints should decrease following training.
- Training will help employers meet their obligations under Occupational Health and Safety legislation thus reducing potential liability claims.
- Learning outcomes and behaviour should improve through the provision of safe learning and caring.
- The training has a fun element. It will reduce stress, enhancing team-work, co-operation and staff morale.
- Courses are quality controlled and assured with summary evaluation reports being produced as evidence of best value.
- The Positive Handling Strategies have sufficient range and flexibility to be appropriate across the age and development range, for both the intentional and non-intentionally "challenging" individual.
- There are a wide range of research and case studies available that demonstrate the success of Team-Teach in a range of settings.
- Training enables staff to feel more confident and competent in their management of disruptive and "challenging" behaviour , reducing stress by increasing safety and security for all involved.
More information – Techniques, physical support and safety
Team-Teach 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 help to protect and maintain these relationships. Where possible, the expectation is that course members will exhaust all behavioural support strategies before they physically intervene. Where and when there is time, the physical interventions must been as a "last resort option" for staff. All physical techniques should be endorsed in policy and supported by management and those in "authority".
The training emphasises physical support as just one part of a whole setting approach to behaviour support. Physical techniques are not be taught in isolation. In Team-Teach training, they account for only two out eight modules.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.
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 say and how you 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 C.A.L.M. (Communication, Awareness /Assessment Listening/looking and Making safe skills) approach 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 child and themselves. 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.
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 support plans. The physical techniques are constantly being evaluated and monitored, with safety for staff and service users being paramount.
Team-Teach acknowledges that no single technique is foolproof. All incidents and situations carry an element of risk. The physical techniques in Team-Teach minimise risk whilst providing a caring and considered response. If "authorised adults" are to acquire confidence and competence, there will be a need for distilled number of techniques to be selected, relevant to the setting concerned, to be refreshed and practiced on a "regular" basis.New staff should be introduced to Team-Teach as part of their induction, within no more than 60 working days.
Team-Teach promotes cross-agency, multi-professional collaboration - Family and Community Services, Education, Health - All have basically similar concerns and needs in this area. Although the training packages used may be called "different" acronyms, it would be to spread ownership and knowledge of what techniques are being used and in what setting. Similar values, rationale and principles should be present with a consistency of approach that is appropriate to the setting concerned.