Family-Teacher Retention in Residential Care: A Multiple Method Approach

Direct care employee turnover in youth service organizations disrupts client treatment and connections with staff. Through a Job Demands-Resources theory lens, the current study used multiple methods to assess factors related to the retention of group residential care employees (e.g. Family-Teachers) adhering to a house-parent model. A total of 119 Family-Teacher couples completed surveys and 39 participated in focus groups. Quantitative surveys examined Family-Teacher organizational support, well-being, and wellness. Qualitative focus groups, implementing Nominal Group Technique, identified challenges and solutions to address the stresses of Family-Teaching. Family-Teachers were satisfied with their position overall, organizational support, well-being, and wellness. Some were less satisfied with schedule flexibility, work-life balance, and assistance from support staff. Focus groups revealed top challenges to be team support and development, administration and consultation training, and treatment needs and safety of youth. Top solutions were identified as protecting time and scheduling, finding a balance for work and family life, and being assertive to ask for help.