The American Association of Children’s Residential Centers (AACRC) is a national, nonprofit membership association for organizations that provide therapeutic treatment in residential settings.
AACRC is managed under a partnership agreement with the Alliance for Strong Families and Communities.
The OQ-45 measures Symptom Distress, Interpersonal Relations and Social Role Performance. (The OQ-45 is the adult version of the Y-OQ.) “A product of over two decades of research by Dr. Michael Lambert, the OQ®-45.2 is a self-report Outcome Measure designed for repeated measurement of [adult] client progress while in therapy and following termination. The OQ®-45.2 measures three subscales: Symptom Distress (depression and anxiety) Interpersonal Relationships (loneliness, conflict with others and marriage and family difficulties) Social Role (difficulties in the workplace, school or home duties) The subscales are used to identify and target particularly problematic areas as a focus of treatment. The OQ-45 was developed by Dr. Michael Lambert and Dr. Gary Burlingame with more information available at: http://www.oqmeasures.com/ The YOQ & OQ-45 are the primary measures that OBH and NATSAP are using to measure their outcomes. For more information on this, please see interview with Mike Petree. http://www.oqmeasures.com/measures/adult-measures/oq-45/
THE TEACHING-FAMILY MODEL is one of the few evidence-based residential treatment models backed by extensive empirical research. The model views children's behavior problems as stemming from their lack of essential interpersonal relationships and social skills as infants; and that these skills can be learned through teaching based in Cognitive Behavioral Therapy and Social Learning Theory principles. In this model, treatment is provided by highly trained practitioners that can be married couples or single individuals, know as ”teaching-parents”” who provide supervision and comprehensive skills development to students 24/7.
Therapeutic Boarding Schools (TBS) are a type of residential therapeutic program. Most have an integrated education program. TBS is also a type of license that a state will give to a program and each state has different licenses. The reason for this is that state governments license schools and programs differently and the labels do not mirror between states; some states do not license adolescent therapeutic programs (read more here). These schools generally integrate education and varying levels of structure and supervision physical, emotional, behavioral, familial, social, intellectual and academic development. All residential treatment (& TBS) should have an accredited school that can give diplomas or credits that transfer to other secondary schools. The average length of stay for these programs vary widely.
There are two types of therapeutic experts listed on our website: professionals who make recommendations for residential treatment options and school settings, and professionals who take teens and young adults to treatment centers. It is possible that these two types of professionals have both skills.
The key is that these professionals make recommendations, provide case management or support through a process or provide a fee-for-service. It is the family or hiring party who will make the ultimate decisions about which professional to hire, in which treatment facility to place and how to get the teen or young adult to that setting. When you are hiring a Therapeutic Expert, it is important to know the professional's training and credentials, professional relationship, how communication will be handled, and what their process is for working with families in crisis or through an intervention.
Please read more about questions to ask Consultants, Interventionists or Transport Companies on the Blog. There are different ways to perform interventions and being informed of the options is invaluable for your peace-of-mind.
In support of eventual independence, Recovery and “step-down” programs have developed extensive community networks for clientele with support for employment, sports and other interests, “sober fun”, etc., promoting that clients should extend more deeply into the community and away from unnecessary supervision, in their work to develop independence.
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