TWO MAJOR STAFFING PATTERNS FOR GROUP HOMES ARE (1) TO EMPLOY A MARRIED COUPLE OR (2) TO EMPLOY SEVERAL UNRELATED CHILD CARE WORKERS IN A TEAM APPROACH OR UNDER THE DIRECTION OF ONE PERSON DESIGNATED AS THE COORDINATOR. SIX FUNDAMENTAL ROLES OF CHILD CARE WORKERS IN GROUP HOMES ARE EXAMINED: HOMEMAKER, SURROGATE PARENT, MODEL FOR CHILDREN, MEMBER OF THE TREATMENT TEAM, TEACHER, HOME MANAGER. BASICALLY, CHILD CARE WORKERS IN GROUP HOMES HAVE TO BE HOMEMAKERS SINCE SUCH HOMES ARE NOT MERELY DWELLINGS OR THERAPEUTIC SETTINGS. CHILD CARE WORKERS DO BECOME SURROGATE PARENTS TO SOME DEGREE, ALTHOUGH GROUP HOMES DO NOT CONSTITUTE A SIMULATED FAMILY. MANY CHILDREN IN GROUP HOMES HAVE HAD LIFE EXPERIENCES THAT MAKE THEM DOUBT THE EXISTENCE OF STABLE, MATURE, AND COMPASSIONATE ADULTS. THE MODEL FOR CHILDREN ROLE IS EXTREMELY IMPORTANT IN THIS CONTEXT FOR CHILD CARE WORKERS. IT IS ESSENTIAL THAT THE ROLE AS A MEMBER OF THE TREATMENT TEAM BE RECOGNIZED BY AGENCIES AND THAT CHILD CARE WORKERS BE INVOLVED IN ALL ASPECTS OF PLANNING, EXECUTING, CHANGING, AND TERMINATING A TREATMENT PROGRAM. THE TEACHER ROLE ENCOMPASSES PERSONAL HYGIENE, BASIC SOCIAL SKILLS, MEALTIME CUSTOMS AND BEHAVIOR, INCOME AND PURCHASE BUDGETING, AND CULTURAL AND RECREATIONAL ACTIVITIES. MANAGERIAL SKILLS IN GROUP HOMES ARE NECESSARY SO THAT CHILD CARE WORKERS CAN ORGANIZE THEIR WORK ADEQUATELY, RECORD THEIR FINANCIAL AFFAIRS, AND MAKE VIABLE PLANS. THE BASIC DIFFERENCE BETWEEN CHILD CARE WORKERS IN GROUP HOMES AS OPPOSED TO INSTITUTIONAL SETTINGS IS THAT CHILD CARE WORKERS ARE MUCH MORE THEIR OWN PERSONS IN GROUP HOMES. QUALIFICATIONS OF CHILD CARE WORKERS ARE DELINEATED.