Bringing the TCI System To Your Organizationrccp.cornell.edu/_assets/TCI_7_ONSITE_BROCHURE.pdf · The TCI System TCI Programs Offered Onsite The Residential Child Care Project is

Courses and Programs Procedures for Sponsoring

Timelines Certi�cation

Bringing the TCI System To Your Organization

The Residential Child Care Project • Bronfenbrenner Center for Translational Research •Cornell University

Dear Colleague,

As requested, I am sending you information on how to bring our Therapeutic Crisis Intervention (TCI) Program to your organization. Our goal is to disseminate model techniques in the prevention of institutional child abuse and neglect by preventing and de-escalating aggressive behavior in residential child care facilities. Residential child caring agencies have been able to reduce the need for physical restraint by effectively implementing our Therapeutic Crisis Intervention system. Implementation of TCI has resulted in an increased ability on the part of staff to manage and prevent crises. Implementation studies have also shown an increased knowledge and skill on the part of all staff to handle crisis episodes effectively and a change in attitude regarding the use of physical restraint.

If TCI is to be an effective crisis management system for your organization, you need to address six general criteria: (a) leadership and program support, (b) child and family inclusion, (c) clinical participation, (d) supervision and post crisis response, (e) training and competency standards, and (f) critical incident monitoring and feedback There is a description of these criteria on page 7 of this brochure to help you decide whether TCI is right for your organization. Information about how we can help you implement the TCI System is on page 13.

Many larger organizations request onsite training of trainers in order to train large numbers of trainers in a cost effective manner. Please see page 14 for information about sponsoring an onsite training of trainers.

The TCI certification program is designed to develop, maintain, and strengthen the standards of performance for individuals who have successfully completed the requirements of the TCI training of trainers. This process affirms our commitment to ensure that TCI is implemented in child caring agencies in a manner that meets the developmental needs of children, and the safety of both children and staff. Please note that all participants must pass the certification requirements during the training in order to train TCI. Attendance alone does not qualify them to be TCI trainers.

If you need any other additional information, please contact us at: Andrea Turnbull at [email protected]

Sincerely,

Martha J. HoldenSenior Extension AssociateProject DirectorResidential Child Care Project

THERAPEUTIC CRISIS INTERVENTION PROGRAM ONSITE: Residential Child Care Project, Cornell University 1

Module One: Crisis Prevention

Therapeutic Crisis InterventionEdition 6

Bringing TCI to Your Organization

Residential Child Care ProjectBronfenbrenner Center for Translational ResearchCollege of Human EcologyCornell University, Ithaca, NY USA ©Bronfenbrenner Center for Translational Research, 2020

Module One: Crisis Prevention



Introduction

ContentsThe TCI System

TCI PROGRAMS OFFERED ONSITE 4

PREPLANNING CONSIDERATIONS 6

COMPREHENSIVE TCI ASSESSMENT AND IMPLEMENTATION PACKAGE 13

Course Offerings

SPONSORING ONSITE TRAINING 14

TIMELINE FOR SPONSORING ONSITE TRAINING 15

RESPONSIBILITIES OF THE SPONSORING ORGANIZATION 16

The TCI System | TCI PROGRAMS OFFERED ONSITE


Comprehensive TCI Implementation Package

TCI Programs Offered OnsiteThe Residential Child Care Project is prepared to bring TCI to your organization as part of a system-wide implementation (the most comprehensive plan) or through training of trainers programs, as described below.

System-Wide Implementation

Pricing Contact the RCCP: at [email protected]

Includes • Assessment• Technical assistance• Training

RCCP staff work with the facility to implement the TCI system over 18 months

Train-the-Trainer Implementation

Pricing

US20 participants $34,500 10 participants $20,000 UK20 participants £37,000Ireland20 participants €9,000

Includes

• Initial assessment and planning meeting

• 5-day training-of-trainers program

Requirements

Limited to 10 or 20 participants based on the organization’s needs

TCI for Families (TCIF)TxT Program

US20 participants $34,500 UK20 participants £37,000Ireland20 participants €34,000



Limited to 20 participants

TCI for Schools (TCIS)TxT Program

US20 participants $34,50010 participants $20,000 UK20 participants £37,000Ireland20 participants €39,000



Limited to 10 or 20 participants based on the organization’s needs

Program

Program

TCI Training-of-Trainers (TxT) Program


The TCI System | TCI PROGRAMS OFFERED ONSITE

*Organizations with both TCI trainers who are eligible for 2-day updates AND trainers eligible for 1-day updates, the RCCP is offering 1-day and 2-day combined updates. Participants are limited to 25. The cost of these 1-day updates is $17,500. US.

VIRTUAL TCI Update: Revi-sions to the Curriculum, Edition 7

TCI Updates

Pricing US18 participants $10,000

Includes • 3 virtual half-day sessions

Requirements • Trainers must submit a

video of their physical skills demonstrations for recertification in physical interventions

• Limited to 18

Updates are open to anyone who has completed a TCI/TCIF/TCIS Train-the-Trainer Program. NOTE: to maintain their certification status, TCI trainers are required to attend and successfully complete a TCI update every 2 years in North America, Bermuda, and Australia, and every year in the United Kingdom, Ireland, and in the New York State Office of Children and Family Services agencies.

VIRTUAL TCIS Update: Blended Training During the COVID-19 Crisis

US18 participants $10,000

• 3 virtual half-day sessions

• Trainers must submit a video of their physical skills demonstrations for recertification in physical interventions

• Limited to 18

VIRTUAL TCIS Update: Relevant Refreshers

US18 participants $6,500

• 2 virtual half-day sessions

• Trainers must submit a video of their physical skills demonstrations for recertification in physical interventions

• Limited to 18

US*25 participants $12,100UK*20 participants £11,000.

• 2-day session • Limited to 25 in the US; 20 in the UK

VIRTUAL TCI/TCIF/TCIS 2-Day UpdatesGo to www.rccp.edufor a list of updates and schedules

US*25 participants $6,500UK*20 participants £5,500. Ireland 20 participants €6,250.

• 1-day session • Trainers must have successfully completed two 2-day updates, preferably Designing Refresher Training Update and Post-Crisis Response

• Limited to 25 in the US; 20 in the UK

VIRTUAL TCI/TCIF/TCIS 1-Day UpdatesGo to www.rccp.edufor a list of updates and schedules

For training in EASTERN CANADA, contact Safeguards at: [email protected] For training in WESTERN CANADA, contact Oak Hill Ranch at: [email protected] For training in AUSTRALIA, contact TACT at: http://www.tacttraining.org.au/courses/therapeutic-crisis-intervention-train-the-trainer OR http://www.tacttraining.org.au

Program

The TCI System | PREPLANNING CONSIDERATIONS


TCI System Theory of ChangeIn order to implement and sustain TCI, organizations need to embed fully the TCI concepts and strategies within practice, as well as provide robust organiza-tional support and accountability. Figure 1 summariz-es the TCI System Theory of Change, including the pathways that lead to improved child outcomes. The TCI system identifies roles and tasks as well as desired practice at all levels of the organization that, when implemented, create a consistent approach to crisis prevention and management within a nurturing, safe, and predictable environment. Through TCI training and technical assistance, these tasks and practices are learned and applied by leadership, supervisors, and direct caregivers. The result is strong leadership creat-ing a culture of high support and high accountability,

supervisors providing supportive and reflective su-pervision, and staff with the knowledge, motivation, and practices necessary to prevent, de-escalate, and safely manage potential high-risk situations. Leader-ship provides the necessary infrastructure support and guidance so that supervisors are adequately prepared to mentor and coach staff as they learn and apply the TCI concepts and strategies. Organizational self-assessment, reflective practice, and continuous quality improvement help create a learning organization and a culture of collaboration and self-reflection.

As the staff adopt the TCI approach to preventing and managing children’s stress responses and pain-based behaviors, they are better able to assess and intervene early in potential crisis events and help children man-age stressful situations and regulate emotions. The TCI system includes a training component to teach

TCI Theory of Change

1

The Goal of TCITo create safe, developmentally appropriate, non-confronta:onal, trauma-sensi:ve environments that are supported at all levels of the organiza:on

CornellTrain and cer:fy TCI trainers – Provide technical assistance

Organiza2onConduct self-assessment – Train staff in TCI

Train and support supervisors – Support use of individual crisis support plans (ICSPs)Monitor incidents – Create data-informed feedback loops

Include families and children in reviewing and evalua:ng policies

Supervisors:Know and apply TCI concepts and strategies

Respond to staff’s strengths and individual needs

Understand transfer of knowledge to prac:ce

Coach staff in TCI strategies

Engage in reflec:ve supervision

Use post crisis response strategies

Caregivers:Know and apply TCI concepts and strategies

Recognize children’s pain-based behavior

Respond to children’s needs

Use rela:onships to help children regulate emo:ons and build on strengths

Use ICSPs to prevent, de-escalate, and manage crises

Engage in reflec:ve prac:ce

Include families and children in planning and day-to-day ac:vi:es

Child Outcomes:

Trust and use adults to help regulate emo:ons

Demonstrate increased emo:onal regula:on skills

Use adap:ve behaviors in response to stressful events

Develop ability to learn through reflec:ng on experiences

Organiza2onal OutcomesReduc:on of assaults, figh:ng, runaways, and restraints

Predictability and stability in the milieu

➡ ➡ ➡

Children:

Perceive adults as trustworthy and helpful

Experience success at managing emo:ons

Use adap:ve coping strategies

Feel worthwhile and capable

Figure 1. TCI Theory of Change



staff how to interpret children’s aggressive behav-iors as pain-based and use strategies and skills that respond to the child’s needs while reducing the po-tential for adult counter-aggression. Children feel safe and learn to regulate their emotions with help from caring adults (co-regulation). When the child is calm they can discuss the incident with a trust-worthy adult and develop better ways to handle stressful situations in the future. Once children are able to manage their emotions they can negotiate potentially stressful situations occurring through-out the day on their own.

Agencies that have implemented TCI have docu-mented benefits including reduced incidents of aggression and decreased use of high-risk inter-ventions. (For details, download the TCI System Bulletin from the RCCP website’s “Resources” section at http://rccp.cornell.edu.) Using 13 years of administrative data, RCCP demonstrated that TCI, in conjunction with Children and Residen-tial Experiences (CARE), a trauma-sensitive thera-peutic program model, reduced the rate of aggressive acts which resulted in a decrease in physical interven-tions by more than half.

A Model for Eliminating the Need for Restraint

In his book, The Fifth Discipline, The Art and Practice of the Learning Organization, (1990, p. 3) Peter Senge defines learning organizations as:

…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive pat-terns of thinking are nurtured, where collec-tive aspiration is set free, and where people are continually learning to see the whole together.

Organizations can only learn when the people that make up the organization learn. Leadership must foster openness, collaborative decision making, pro-fessional development, and a shared vision of how the organization should work. Leadership needs to set bold goals and high expectations for staff and chil-

dren and provide the support and resources necessary to achieve the goals. Implementing TCI with the goal of reducing the need for high risk management strategies requires that organizations put in place a system to promote learning and reflective practice.

For TCI to be an effective crisis management system, the following six general domains need to be ad-dressed: (a) leadership and program support, (b) child and family inclusion, (c) clinical participation, (d) supervision and post crisis response, (e) training and competency standards, and (f) critical incident moni-toring and feedback. See Figure 2.

Leadership and program support. The TCI system is an organization-level intervention, re-quiring that staff develop new ways of understand-ing the children and families with whom they work and develop new skills for interacting thera-peutically with them. Sustaining norms and prac-tices that meet the relationship and developmental needs of children, requires organizational policies and procedures that provide ongoing expectations and support to personnel at all levels of the agency.

Figure 2. Six Domains for an Effective TCI Management System

Training,Competency

Standards

Documenta-tion, Incident Monitoring, Feedback

Clinical Participation

Leadership, Program Support

Child and Family

Inclusion

Supervision, Post-Crisis Response



Achieving the level of effectiveness required to prevent and reduce the need for high-risk inter-ventions begins with and depends on leadership’s commitment to creating a culture that values de-velopmental and therapeutic practice.14

When leadership is fully informed about the TCI system and understands its foundation, leaders can support the necessary components that are integral to its implementation and maintenance. Policies, procedures, and guidelines that are clearly written and communicated, assist staff in knowing what to do when confronted with potential crises. Staff throughout the organization should know how to prevent, de-escalate, and contain a child’s aggressive and pain-based behavior in ways that are congru-ent with organizational guidelines.

A clear program philosophy and framework of care are essential for establishing an organizational cul-ture that promotes the growth and development of children living with the effects of complex trau-ma. Establishing organizational practices that are in the best interests of the children is paramount. Leaders can promote an organizational culture that establishes an environment where children can thrive by valuing developmentally appropri-ate and therapeutic practice above control and ex-pediency. When leadership promotes and engages in reflective practice, it provides the safe space re-quired for all staff members to openly self-assess their strengths as well as their challenges and im-prove their own practice. With a positive, trauma-informed program that is culturally sensitive in its approach to working with children and families, an organization can decrease its reliance on pu-nitive and coercive practices as well as its use of restrictive interventions. By providing sufficient resources including adequate and qualified staff, skilled and supportive supervisors, time for reflec-tion and planning, support for regular external and internal monitoring, and clear rules and proce-dures that have safeguards against abusive practices, leadership promotes positive programming and an

organizational culture to sustain the TCI system.

Child and family inclusion. Child and family inclusion means that both the child and the family are active and meaningful participants in making decisions regarding the child’s care and treatment. Leadership and staff actively recruit and include children and families in all activities. Children and families have a role in reviewing and evaluating or-ganizational policies and practices. This can make the organization more responsive to children and families and more respectful of their individual-ity. This move toward inclusiveness requires hon-est and open relationships underpinned by respect, trust, and cultural competence.

When implementing the TCI system, it is critical to promote the dignity and wellbeing of children. The Convention of the Rights of the Child adopt-ed by the United Nations in 1989 ensures all chil-dren have the right to be heard and protected from harm. Very often in reviewing or making decisions about the use of restrictive practices, the focus can be on the intentions of staff instead of the impact on the child. It is important to not only protect the children’s physical and emotional well-being but to respect their right to autonomy.17 This means ensuring the child’s participation and involvement, as much as possible, throughout their journey through placement. There should be a focus on choice, participation, voice, and informed consent.

As active participants, children have input into their own care plans, crisis plans, and treatment op-tions. In addition, children have a voice in how policies, procedures, routines, and activities are de-signed and carried out. When plans and programs are written with the children, labeling and institu-tional jargon are avoided.

Every child has a family. When and wherever possible, it is important to keep the family in the parenting role by seeking family input into plan-ning and programming as well as helping the fam-



ily stay active in daily activities (e.g., shopping, trips to appointments, meetings at school, meals, recreation). Families will need time, support, and information in order to have a meaningful role in the decisions made concerning their child. This requires a true partnership between staff, the orga-nization, and the family. Families need to be fully informed of the organization’s policies, procedures, strategies, and interventions to prevent, de-escalate, contain, and manage aggressive, self-destructive, or violent behavior. The family can provide im-portant cultural context when developing plans and designing activities and interventions for their child.

Clinical participation. Clinical and social work services play an important role in overseeing and monitoring children’s responses to stressful events and helping staff to use trauma-informed interven-tion strategies. Developing and implementing an Individual Crisis Support Plan (ICSP) for children who exhibit high-risk behaviors is critical to re-sponding appropriately and therapeutically to a child in crisis. These plans are most effective when they are written by clinical or social work staff with input from team members as well as the child and the child’s family. Equally important is writ-ing the ICSP in clear and concise language so that the care staff can implement the plan as intended. At intake, a risk assessment of the child’s likelihood to use high-risk behaviors and the conditions that have triggered these behaviors in the past can pro-vide valuable information.

The child and family can contribute valuable in-formation about what has worked (or not worked) in the past as well as give staff important cultural context. Families should be involved in developing the ICSPs as well as be informed when their child has had a crisis event.

Well-developed ICSPs include strategies for pre-venting, de-escalating, and managing potential high-risk behavior specific to the child. Included

in the plan are strategies to prevent undesirable setting conditions and possible triggers occurring simultaneously for each individual child. Specific techniques, to help de-escalate the child such as re-directing behaviors, prompting, offering to go for a walk, as well as techniques to avoid that might escalate the child, are included. And finally, specific physical interventions, if appropriate, or alternative strategies if physical intervention is not an option, are prescribed. For example, the provision of un-obtrusive personal protective equipment where needed reduces the risk of injury and the need to respond with a physical intervention. It is impor-tant to screen all children and young people for any pre-existing medical conditions that would be exacerbated if the child were involved in a physi-cal restraint. Any medications that the child may be taking that would affect the respiratory or car-diovascular system should also be noted. If there is a history of physical or sexual abuse that could contribute to the child experiencing emotional trauma during a physical restraint, it is equally im-portant to document this in the plan. Ongoing reviews of the child’s ICSP with revisions as the child’s condition changes will help staff develop more effective ways to prevent and intervene with the child’s high-risk behaviors.

Supervision and post-crisis response. Fre-quent and ongoing supportive supervision, men-toring, and coaching are essential for creating and sustaining an organization’s ability to maintain good quality care and reduce the need for high-risk interventions. Reflective practice and supportive supervision is built into the implementation and ongoing monitoring of the TCI system. Supervi-sors who are fully trained in all of the prevention, de-escalation, and intervention techniques can provide effective supervision, coaching, and moni-toring of their staff members. Fully trained and effective supervisors hold reasonable expectations with realistic time frames and schedules for staff so that staff can accomplish tasks and respond to children’s needs in a thoughtful and well planned



manner. Supervisors play an important role in re-inforcing the culture of high support and high ac-countability.

The integration of a well-developed post-crisis re-sponse system ensures that all children and adults receive immediate support and debriefing follow-ing a crisis as well as a brief medical assessment. When children return to normal functioning, staff conduct Life Space Interviews to look for strat-egies that can help the children calm themselves in the future when they are overwhelmed with stress and anxiety. Once things return to normal functioning, adults involved in the crisis event can deconstruct the incident to develop strategies for intervening in the future. It is important to docu-ment the incident and notify the family when these events occur. Building a discussion of crisis incidents into team/unit meetings helps everyone learn from these situations and provides account-ability and support at the highest level.

Training and competency standards. Training and professional development are a cornerstone of any professional organization. Programs that keep emotionally competent staff informed and updat-ed on the special needs of the children in their care can enhance treatment and child outcomes. A comprehensive training agenda includes preven-tion, de-escalation, and management of crises as well as child and adolescent development, trauma-informed interventions, cultural competence, and individual and group behavior support strategies.

Children who have experienced complex trauma often have difficulty regulating emotions even in routine, everyday situations. Consequently, all staff need support, guidance, and training in using developmentally appropriate strategies to prevent, de-escalate, and manage a situation in which an upset child uses socially inappropriate or aggres-sive behavior. That is, staff need to understand that trauma often underlies challenging behaviors. Staff

must have skills that facilitate the prevention and de-escalation of crisis situations.

TCI training can only be conducted by a certified TCI trainer. The TCI training should be 4 to 5 days in length with a minimum of 28 classroom hours. If the training is less than 28 hours, the physical restraint techniques should not be taught. TCI trainers are required to attend a Cornell Uni-versity sponsored TCI Update and pass evaluation requirements at least every 2 years (1 year in New York State and in the United Kingdom and Ire-land) in order to maintain their certification.

Training for direct care staff to refresh skills is re-quired semiannually at a minimum. Refreshers are designed to give staff the opportunity to prac-tice de-escalation skills, Life Space Interviewing, and physical restraint skills as well as deepen their knowledge base and increase their skill level. At the completion of the original training and each refresher, staff are expected to perform the TCI skills at an acceptable standard of performance. These standards should be established by the agen-cy and consider the abilities of staff to perform the skills in real-life situations. Documentation of these training events and staff ’s level of competen-cy is critical in order to maintain the TCI system and ensure that staff can competently use high-risk physical interventions. In addition, the health and fitness level of all staff members trained in the use of physical interventions should be considered.

Documentation, incident monitoring and feedback. Documentation, data analysis, and feedback to all levels of staff teams are an impor-tant part of the TCI system. Data management in-cludes the documentation of staff supervision and training and the documentation and monitoring of behavioral incidents.

An agency-wide committee appointed by leader-ship with the authority and responsibility to track



the frequency, intensity, duration, location, and type of incidents as well as any injuries or medi-cal complaints that occur, helps to monitor the ef-fectiveness of the TCI system. This documentation and monitoring system allows the organization to review incidents, make decisions about individual and organizational practice, and recommend cor-rective actions that will improve practice.

In addition to an agency-wide incident review committee, a clinical review of incidents and a team or unit review can assist organizations in making changes to reduce the number of high-risk situations. These reviews focus on different aspects of the incident and provide feedback or sugges-tions to the team, clinician, or administration.

Some type of benchmarking or red flagging should call attention to any situation that exceeds the norm and requires a special review. For example, this red flag might appear when the number of incidents per month exceeds a set number, when restraints exceed a certain length of time, or when specific complaints or injuries that are unlikely to occur during a restraint are reported.

Organizations have been able to reduce aggressive behavior and physical restraints by effectively im-plementing the TCI system. TCI implementation has resulted in an increased ability on the part of staff to manage and prevent crises. Implementa-tion studies have also shown increased knowledge and skill on the part of all staff to handle crisis epi-sodes effectively, and a change in staff attitude re-garding the use of physical restraint when TCI is implemented as designed.

Preparing Participants for the Therapeutic Crisis Intervention Training of Trainers (TCI TxT) and TCI Update Experience

There are factors that organizations will need to

consider prior to hosting a TCI Training of Trainers (TxT) or TCI Update course. These courses are in-tensive and rigorous. They are TCI trainer certifica-tion courses that require study and preparation prior to attending the inhouse training.

It is the responsibility of the sponsoring organiza-tion to make participants aware of the preparation requirements immediately upon registering them for the course.

Attendance alone does not guarantee certification as a TCI trainer. Certification is granted upon success-ful completion of all aspects of the course. Successful completion is defined as:

1. Complete attendance.2. Successful completion of the TCI training and

evaluation requirements. Successful completion is defined as:a. complete attendance and a passing score on

a written test and on skill demonstrations in key competency areas

b. agreement by the participants to practice in accordance with TCI principles and follow the guidelines for training and implementing TCI

The nature of TCI courses is such that there will be role plays conducted at various levels of intensity.

Benefits to Successful Participation in TCI Courses

The 5-day TCI Training of Trainers (TxT) course pro-vides organizations with the opportunity to develop an in-house training capacity in the TCI curriculum. The organization will then continue to enhance and improve that capacity when certified trainers com-plete the TCI Updates to maintain their certification. Effective preparation on the part of the organization will allow participants to focus on the knowledge and skill development necessary to become success-ful as TCI trainers. This will only enhance the orga-nization’s TCI implementation experience.



Participants who are better prepared will develop deeper knowledge, better skills, and attitudes in the TCI curriculum necessary to deliver the training to staff in their organizations


The TCI System | COMPREHENSIVE TCI ASSESSMENT AND IMPLEMENTATION PACKAGE

Comprehensive TCI Assessment and Implementation PackageThe Residential Child Care Project has developed a comprehensive implementation package for residential child care agencies. An organization can expect an increased ability to prevent and manage crisis situations, including fewer physical restraint episodes, fewer injuries to children and staff, increased knowledge and skill levels on the part of all staff to handle crisis episodes effectively, and an overall change in the organizational culture.

Over a 24-month period, staff from Cornell University’s Residential Child Care Project will work closely with the residential agency to implement the TCI model of crisis prevention and management. This includes:

• an assessment of the current crisis prevention and management system

• a plan to implement TCI tailored for the organization

• onsite training of trainers program• onsite technical assistance to implement the

comprehensive TCI system

Assessment PhaseRCCP staff will meet with agency staff to administer surveys and to conduct interviews (all surveys and interviews are confidential and anonymous); observe child-staff interaction; and review agency policies, procedures, and critical incident reports. The assessment process focuses on the six critical organizational domains: leadership and program support, child and family inclusion, clinical participation, supervision and post crisis response, training and competency standards, and critical incident monitoring and feedback. At the end of the phase, RCCP staff will conduct an assessment and planning meeting with key agency staff.

Training PhaseUsing a train the trainer approach, RCCP staff will instruct selected supervisory and training staff to deliver TCI in-service training to all levels of residential child care staff. The selection of candidates for the TCI train the trainer program is critical to the success of TCI in your organization. Given the nature of their responsibility to play a key role in implementation, the training participants should have “hands on” experience in supporting children in crisis. If they are effective role models for new and experienced care workers they can instill positive and supportive values to child care staff and can coach and give corrective feedback to staff more effectively. The participant should be committed to conducting ongoing training for staff for a period of two years. It will be helpful to have training responsibilities written into the job description.

Technical Assistance PhaseAn agency implementation team will meet with RCCP staff throughout the project to help facilitate the process and to tailor the model to meet the organization’s specific needs. Technical assistance and training will be ongoing and available throughout the life of the project.

Special Features of the TCI System

Organizational capacity to maintain the TCI system

• Onsite training and technical assistance

• Selected agency staff trained as trainers in TCI

• Training materials to conduct 30-32 hours of

in-service training

For further discussion of this project, please contact Andrea Turnbull at [email protected].

Course Offerings | SPONSORING ONSITE TRAINING


Sponsoring Onsite TrainingThe process for bringing the TCI training of trainers to your agency is as follows:

1. In North America, you will work with Alissa Medero, RCCP Project Assistant, to determine a mutually convenient week during which this program could be offered. (Please see Timeline for Sponsoring a TCI Onsite Training on page 8). In the United Kingdom and Ireland, you will work with local RCCP representatives. *

2. At a date decided by you and a RCCP staff member, an assessment and planning meeting will be scheduled for your organization to prepare for implementing TCI.

3. The completed applications (provided separately) of all training candidates must be received by the RCCP 30 days prior to the training. If the applications are not sent to us by the designated date, the training will be cancelled. Upon receipt of the applications, the RCCP will send information and assignments to the candidates to be completed before the training. Substitutions may be made up to two weeks prior to the training. Substitutes must receive materials mailed prior to training from the person they are replacing.

4. If you wish to open the training to other agencies, please let us know. We must have prior review of any materials that will be sent out to other organizations promoting the training. We also require that the tuition fee remain at $2,375./£1,800./€1,980. per participant in the 5-day TCI training of trainers program, $910./£880./€970. per participant in the 2-day and 3-session TCI update trainings, and $570./£445./€500. per participant in the 1-day and 3-session TCI update trainings.

5. At the completion of the training, your agency will be billed for the cost of the program.

* In the United Kingdom and Ireland, contact our TCI Europe representatives at [email protected]


Course Offerings | TIMELINE FOR SPONSORING ONSITE TRAINING

Timeline for Sponsoring an Onsite Training

Before Training Occurs

16-20 weeks The sponsoring agency and the RCCP set a training date; the agency contact person is established.

12-16 weeks The agency contact person works with Alissa Medero, RCCP Project Assistant or local representative, to secure an appropriate training site and lodging for TCI instructors. The agency distributes information and applications for training. (Any materials to be distributed that are not Cornell University originated must be reviewed by the RCCP before distribution).

6 weeks Training site details are confirmed with the RCCP.

5 weeks The agency sends completed candidate applications to the RCCP. Training will be cancelled if applications are not received 30 days prior to training. The RCCP sends confirmation letters and reading assignments to candidates. If there are substitutions, the substitute candidates must receive the information two weeks prior to training from the person they are replacing. Travel arrangements are confirmed.

1 week RCCP finalizes details with agency. Materials are sent to the site.

One Month Before orAfter Training Occurs Assessment and Planning Day: This meeting, held from 9:00 am to 4:00 pm,

involves assessing the current crisis management system according to TCI criteria and developing a plan to fully implement TCI. RCCP staff will meet with key staff members of your organization to present TCI implementation criteria, facilitate your staff in assessing your present system of crisis management, and help develop a plan specifically tailored for your agency to successfully implement TCI. There is no maximum number of participants in the assessment and planning meeting. The members of the group should have the authority to carry out the implementation plan. This work group should be carefully selected to represent various expertise, disciplines, and programs.

Course Offerings | RESPONSIBILITIES OF THE SPONSORING ORGANIZATION


Responsibilities of the Sponsoring OrganizationTraining Room Requirements1. The training room must be available as follows

TCI Train the Trainer Programs: 8:00 am until 6:00 pm Monday - Thursday 8:00 am until 5:00 pm Friday

TCI Updates: 8:00 am until 6:00 pm daily

2. The training room must be at least 1500 sq. feet (140 sq. meters) with no obstacles (i.e., columns).

3. Set up should be a “U-shaped” arrangement of standard size banquet tables at least 30 inches (76 cm) wide. Place chairs on the outside of the “U,” and 8-10 extra chairs in the room.

4. There should be an extra table to the side for organizing training materials.

5. Coffee, tea, fruit, and/or snacks (e.g., pastry, muffins, bagels) should be set up first thing in the morning and available to participants at their leisure. Drinks should be replenished at 10:30 am.

6. Cold drinks should be set up between 2:30 pm and 3:00 pm.

7. There must be one flip chart stand with flip chart paper and markers.

8. There must be equipment capable of projecting a PowerPoint™ presentation.

9. There must be a screen/monitor and/or projector (capable of playing audio/visual material and running Microsoft PowerPoint™). If a computer cannot be provided, contact RCCP immediately.

Registering Training ParticipantsThe agency is responsible for collecting application forms from candidates. RCCP provides a blank application form for this purpose (provided separately). All completed applications must be

received by the RCCP 30 days prior to the training. If the applications are not received by this date, the training will be cancelled. Upon receipt of the applications, the RCCP will send reference material for pre-course reading. This reference material can be sent to the on-site organization, or to individual candidates. Candidates must read pre-course reference material prior to attending the training to be completed before the training. Substitutions may be made up to two weeks prior to the training.

FRONT of TRAINING ROOM

Seat

ing

— 8

Cha

irs

Seating — 8 Chairs

Seating — 4 Chairs

Extra Table

Extra ChairsExtra

Tab

le

Small Table for Laptop/Projector

Screen

For more information about the Residential Child Care Project, please visit our web site at http://rccp.cornell.edu

Documents

Bringing the TCI System To Your Organizationrccp.cornell.edu/_assets/TCI_7_ONSITE_BROCHURE.pdf · The TCI System TCI Programs Offered Onsite The Residential Child Care Project is