Date post: | 05-Jan-2017 |
Category: |
Documents |
Upload: | lakesha-griffin |
View: | 789 times |
Download: | 1 times |
An Introduction to WraparoundAn Introduction to Wraparound
J. Watson, PhD, MSW, MBAJ. Watson, PhD, MSW, MBAL. Griffin-Davis, BSW StudentL. Griffin-Davis, BSW Student
A. L. Hines, BSW StudentA. L. Hines, BSW Student
Oct. 25, 2011Oct. 25, 2011
“A person working
alone has all
the power of
social dust.”Saul Alinsky, Community Activist
(1909 - 1972)
How it all began…
Wraparound or WarparoundWraparound or Warparound
Karl Dennis & VanDenBergKarl Dennis & VanDenBerg
““Social Work terms…”Social Work terms…”
Systems & Ecological Perspective Systems & Ecological Perspective A Strengths-Based ApproachA Strengths-Based Approach
Similarities of the Generalist Intervention Model (GIM)&Phases and Activities of the Wraparound Process
Similarities of Generalist Intervention Model & Phases & Activities of theSimilarities of Generalist Intervention Model & Phases & Activities of theWraparound ProcessWraparound Process
The Genera lis t Interv ention ModelThe Genera lis t Interv ention Model
WRAPAROUNDWRAPAROUNDEngagement and Team PreparationOrient the family to WraparoundStabilize crisesFacilitate conversations about strengths needs, culture, and vision of the familyEngage other potential team membersMake needed meeting arrangements
Initial Plan DevelopmentDevelop a plan of careDevelop a detailed crisis/safety plan
Implementation Implement the planRevisit and update the planMaintain team cohesiveness and trustComplete documentation and handle
logistics
Transition Plan for cessation of wrapConduct commencement ceremoniesFollow-up with the family after graduation
Elements of Wraparound Inter-Agency
Collaboration & IntegrationCollaboration & Integration State Community Child & Family Teams
Family Focused Unconditional Care Community - Based Strength - Based
Individualized Services Culturally Competent Cost Effective Meets Needs of Family Outcome Driven
The Wraparound Approach Wraparound is a facilitated team based practice
model designed to integrate natural and professional supports, with the family in the driver’s seat
A wraparound team is formed to help define and refine family strengths, culture, vision and needs; prioritize needs and create the plan; and then carry out the plan one prioritized need at a time until the formal team is no longer needed because the vision of the family has been achieved.
Do’s and Don'ts for Working with Families
Don’t form opinions about a family
Be direct Trust family’s instincts Speak language that
families understand View families as a
whole, not as a case
Assist families with life plans; not treatment plans
Don’t be just a voice on the phone
Don’t be condescending
Involve families in every level of planning
Do’s and Don'ts for working with Families (Cont.)
Keep families informed Accept lifestyles and
cultural differences Help to preserve
privacy Follow house rules Respect family’s
schedules Be patient
Be accessible Follow through Don’t become another
layer of bureaucracy Be a partner Look at services that
families need, not whether they are billable
What Makes It WorkAccess Parent/Child has valid
option at inclusion in decision making process
Ownership Parent/Child agree with
and are committed to any plan concerning them
Voice Parent/Child were heard,
listened to at all junctures of planning
Consistency Parent/Child were served
by a consistent team of workers for services and crisis
““Voice and Choice”Voice and Choice” In Wraparound, families and youth have a clear say in In Wraparound, families and youth have a clear say in
what plans look like, how they are designed, how they are what plans look like, how they are designed, how they are implemented, and how they are evaluated. The families implemented, and how they are evaluated. The families and youth drive the process.and youth drive the process.
If safety is an issue, and the state is involved, voice and If safety is an issue, and the state is involved, voice and
choice is shared between the state and the family, with choice is shared between the state and the family, with safety as the most important issue. safety as the most important issue.
Gaining and exercising voice and choice is a process.Gaining and exercising voice and choice is a process.
Child & Family TeamWho’s On It Parents & Children Four to eight people
who best know the strengths and needs of the family Chosen by the family
and lead agency All members must
agree to actively participate
Some possibilities: Teacher - Counselor Social Worker Service Coordinator Therapist Clergy Friend - Neighbor Big Brother/Big Sister Grandparents - Relatives
Child & Family TeamMeetings
Time Set times so all can
participate May involve evenings
or weekends Place
Where the family is comfortable
Frequency Weekly for four weeks Monthly for next
several months Quarterly thereafter Change frequency to
meet family and/or crisis needs
Child & Family TeamsTasks
Assess family strengths Develop Plan Plan for Crisis Develop community
support network for plan implementation
Advocate for the family
Monitor services and plan
Evaluate plan’s effectiveness
Redo plan as needed Be creative
entrepreneurs Never Ever Give Up!
Effective Crisis Planning Plans anticipate crisis based on past
knowledge. Assume the “worst case” scenario Research past crisis for cause, best
interventions and consequent behaviors. Clearly defined plans help teams
function in difficult times
Crisis Planning See crisis as a process with a beginning, middle,
and end. Change plan based on “what works” Build plans that “triage” for differing levels of
intensity and severity of crisis. Build plans early with child & family team Begin by asking family “what can go wrong with
plan” as a first step.
Crisis Planning Always build in 24 hour response. Clearly define roles for team members including
family and natural support people. Create time for team to assess management of
crisis within two weeks of event. Decide that no major decisions will be made until
at least 72 hours after the crisis event. (Grealish & Vandenberg)
Cultural competence is an understanding of the shared values, traditions, norms, customs, art, history, folklore and institutions of a group of people.
Cultural competence is knowledge that helps us understand how people interpret and function in their environment.
Cultural competence is acceptance of the diversity of people as to: (1) personal and group values and attitudes (2) what works and doesn’t work for them and their families, (3) what is helpful and not helpful in resolving their problems, and (4) what makes sense to them and what does not.
2020
Culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and that it encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs.
United Nations Educational, Scientific, and Cultural Organization (UNESCO)
21
22
Characteristics of CultureDefining What Is Undesirable and Desirable In a Society
22
Culture defines every individual; it influences who we are.
Everyone has culture; it influences how we view others. Organizations have distinct cultures developed by their
mission and goals. Communities have diverse cultures influenced by their
members, the environment, and socioeconomic conditions.
Behavior of any individual or family is affected by economic, class, religious, geographic, age, and acculturation factors. (Mather et al., 2007)
23
24
25
Culture is important!The potential influences that define one’s culture Group – who the family is identified with (race, ethnicity,
religious, activity) History – for the group, family and/or individual Beliefs – that define what is important to the family and
individual Traditions – practices that are valued and handed down or
developed new by the family Preferences – are what motivate us to act (futures, activities,
values)
Community Culture Every community has their own unique
culture Who are the enforcers of community culture
in your part of the county? We link the strengths and culture of the
community to the needs of families and create the Village…
First Me!First Me!
Self-Assessment Exercise
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups.
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
and inherent superiority of a particular race.
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that is applied to all members of a cultural group.
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about one’s group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group.
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character.
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic. In
addition to the dominant cultural, there exists many
other cultures based around ethnicity, sexual orientation, geography, religion, gender,
and class.
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude, opinion, or feeling formed without
adequate prior knowledge, thought,
or reason.
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance.
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs, traditions,
principles, and guides for behavior that are
shared among members of a
particular group.
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of one’s own,
and beyond that, to see one’s own standards as the true universal and the other culture in a negative way.
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept, it defines groups of people
based on a set of genetically transmitted
characteristics.
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious, racial, or national group.
Ethnicity
Understanding Diversity G.R.A.C.E.S.
Wraparound is both EBP and PBE Most states now accept WrapAround as an
accepted EBP. There are more children, youth, and families in WrapAround than all other EBP combined (Suter, 2007).
WrapAround is unique in that it comes from both a research and a community culture competent perspective.
Positive Outcomes are Not Guaranteed!Studies indicate that WrapAround teams often fail to: Incorporate full complement of key individuals on the
Wraparound team; Engage youth in community activities, things they do well,
or activities to help develop friendships; Use family/community strengths to plan/implement services; Engage natural supports, such as extended family members
and community members; Use flexible funds to help implement strategies Consistently assess outcomes and satisfaction.
Core Lessons… The more complex the needs of the family/youth, the more
individualized the plan must be. The opposite is standard practice in most systems
Out of home placement can be reduced by up to 90% with the right flexibility to the staff and families, and use of the process
The more complex the needs of the family/youth, the more integrated the plan must be to ensure positive outcomes. In fact, current practice reveals lower integration with high complexity families.
WrapAround must address more than just the youth, and often must look at three generations of needs.
Benefits to Systems & Agencies Fosters Interagency Collaboration Decision making given to family and direct
care givers Promotes “top down” and “bottom up” change Increases community responsibility Creates flexible funds Services monitored by multiagencies
Discussion & Conclusion