THE WRAPAROUND MODEL: family voice and choice

A BRIEF OVERVIEW COMPILED BY DAWN CORCORAN

MATERIALS PROVIDED BY:VESTENA ROBBINS/BETH ARMSTONG

LUCILLE EBERPAT MILES

KARI COLLINS AND A VARIETY OF OTHER PEOPLE

What is Wraparound?

Wraparound is . . . a philosophy of care that includes a definable planning process involving the child and family that results in a unique set of community services and natural supports individualized for that child and family to achieve a positive set of outcomes.

WraparoundEssential Elements Community-Based Individualized, strengths-based, needs-driven Culturally competent Families as full and active partners Team process Flexibility Balance of resources Unconditional commitment Collaborative process results in plan Measurable outcomes monitored

Goldman & Burns, 1999

Wraparound Values:

Strengths-based:

Building on people’s strengths helps reduce or cope better with needs…it also helps team members feel hope

Wraparound Values:

Family is a full participant in planning…

EMPOWERING PARENTS

“The people who the plan affects

most should have the most ownership of

it”…

Lucille Eber, The Art and Science of Wraparound

Wraparound Values:

Culturally Competent:

Make sure there is someone at the table that the family can relate to

Wraparound Values:Needs-driven:

By assessing the needs carefully, we can make more effective plans

Avoid the “categorical approach”, i.e. all kids with ADHD need this service…

Wraparound Values:

Individualized Planning:

Unique to the child/family to really meet their needs

Avoid “cookie cutter” approaches

Wraparound Values:

Find Natural Supports!

Reduce reliance on formal (paid for) support and help empower the family

Examples of Natural Supports Colleagues Friends Extended Family Neighbors Coaches Clergy

Bus Drivers Babysitters/

childcare providers

School Custodian Crossing Guard Classmates

Service Coordination or Wraparound Facilitation (case management)

The “hub” of the Wraparound Wheel for the entire Team!

Wraparound Values:

Key Ideas• The team members represent strengths,

needs and choices of the youth and family• Natural support persons are important

team members to ensure cultural fit, independence and sustainable change over time

• The team focuses on needs identified and prioritized by the family, youth and teachers

• The family feels like it is their team and their meeting instead of feeling like they are attending a meeting a system is having about them!

So how do we start this process?!

STEP 1: Involving the Family

STEP 2: Building a Service Team

STEP 3: Conducting Service Team Meetings

Steps for Developing a Wraparound Plan

Step 1: Initial Conversations (story)Step 2: Start Meeting with StrengthsStep 3: Develop a Mission StatementStep 4: Identify Needs across DomainsStep 5: Prioritize NeedsStep 6: Develop ActionsStep 7: Assign Tasks/Solicit CommitmentsStep 8: Document the Plan: Evaluate, Refine,

Monitor Transition, & Celebrate Successes

Examples of meeting rules We only share information that is useful

for productive problem solving Everyone’s voice is valued and

respected; everyone’s opinion counts We will be supportive rather than

judgmental No put downs or interruptions We will monitor each other to remain

strength-based

Other rules…

The family chooses what information about them is shared at meetings

All team discussions will be considered confidential

Integrating Wraparound with School-wide Positive Behavioral Interventions and Support (PBIS)

Schoolwide systems of positive behavior supports help personnel feel more confident about using the wraparound approach

Common Elements Team-based decision making Consensus around proactive strategies Ownership by those closest to student;

practical, real Use real data to guide interventions

Academic Systems Mental Health Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive Interventions•Individual Students•Assessment-based (e.g. CBA)•Comprehensive •Long term

Intensive Interventions•Individual Students•Assessment-based (e.g. FBA , psych eval)•Intense, long term interventions•Comprehensive

Targeted Group Interventions•Problem specific intervention•Short term•Individual or small group

Targeted Interventions•Problem specific intervention•Short term•Individual or small group

Universal Interventions•All settings•All students & school personnel•Preventive, proactive•Address climate and culture

Universal Interventions•All settings•All youth & adults in the setting•Preventive, proactive•Mental health promotion

Designing School-Wide Systems for Student Success

Kentucky IMPACT Positive Behavior Supports

Bridges Project KCID: Kentucky Center for

Instructional Discipline KEYS: Kentuckians Encouraging

Youth to Succeed Person-Centered Planning (MR) Comprehensive Family Services

(DCBS)

WRAPAROUND: COMING SOON

TO A THEATER NEAR YOU

WRAPAROUND: COMING SOON

TO A THEATER NEAR YOU

“The task is not to redesign the individual, but to redesign the environment in order to prevent problem behavior and ensure an acceptable behavior is produced instead” -Rob Horner