Tec-PD = Technology-Enhanced Coaching for Positive Development
As researchers, policy makers and other observers have noted, there is a pronounced need to build a workforce that is skilled in providing developmentally appropriate services and supports to emerging adults with serious mental health conditions. This implies that the existing workforce needs training in developmentally appropriate interventions and competencies. It is widely acknowledged, however, that existing approaches for workforce development are not optimally effective at producing and maintaining practice change, and that they overwhelmingly do not use "gold standard" strategies for training, coaching and supervision.
The Technology-Enhanced Coaching for Positive Development (TEC) study is testing a workforce intervention that uses state-of-the-art technology to implement high-quality coaching and supervision to practitioners implementing the Transition to Independence Process (TIP) intervention with emerging adults with serious mental health challenges (SMHC). The TEC study aims to increase the frequency and skill with which practitioners utilize key pieces of the TIP intervention that are designed to promote positive development outcomes – particularity self-determination and community living and participation – among emerging adults with SMHCs. This project also includes a specific focus on using supervision to enhance practitioners' cultural responsiveness and sensitivity.
Publications and Products
The TEC Supervision Protocol and Learning Practice Agreement Tool
The TEC Supervision Protocol and Learning Practice Agreement Tool provides supervisors and young adult service providers a structured format for reviewing the service provider's practice in the field. The protocol prompts both the service provider and the supervisor to review an aspect of the service provider's recent practice in the field. The Learning Practice Agreement tool guides the discussion of areas of strength, areas of growth, and mutually agreed upon professional development goals for the service provider. This type of structured supervision can strengthen providers' understanding of the intervention/curriculum that they are using with young people and in turn improve their interactions with the young people they serve.