Ohio Wraparound Coaching Supervision-Level Target Descriptions: Contribute to effective community context/nest for Wraparound.
This guide provides descriptions of supervisions-level targets, including: Working to create a healthy nest for Wraparound in the community systems; working with facilitators to promote a healthy nest for Wraparound in the community systems; engaging in active system problem solving activities related to Wraparound and System of Care; providing regular training and shadowing opportunities for employees to build their foundation of skills; providing regular coaching opportunities for staff to reflect on and build their skill level within the process; promoting professional growth and integration of the model into daily practice; understanding and being trained in the Wraparound philosophy; supporting facilitators through reflective supervision and using tools that help facilitators reflect and adapt; and being able to clearly communicate the Wraparound process and philosophy.
Ohio Wraparound Coaching Practice-Level Target Descriptions: Effective partnering and positioning of the facilitator with family and team members
This guide provides descriptions of supervisions-level targets, including: Ability to ensure that the young adult, parents and caregivers are valued as critical partners in the team planning process; ability to foster relationships of trust and collaboration among all team members; ability to develop consensus and shared accountability among team members around team mission; guiding team members to hear family concerns and desires and to accept family as full and equal partners; ability to invite people to meetings in way that addresses their self interest in participating;and ability to guide the team in crafting a plan that has a mix of formal services, adapted services, tailored interventions and supportive connections
Rethinking Wraparound: Proposing a New Construct to Support an Evolving Understanding of the Wraparound Approach
The goal of this article is not to describe a specific version of what Wraparound practice should be – as if there was only one answer to that question, but rather to propose a new construct to help Wraparound practitioners hone their approaches and improve the impact of their efforts to assist families. The National Wraparound Initiative website defines Wraparound as “an intensive holistic method of engaging with individuals with complex needs (most typically children, youth and their families) so that they can live in their homes and communities and realize their hopes and dreams.” The NWI website goes on to state: “Since theterm was first coined in the 1980s, ‘wraparound’ has been defined in different ways. It has been described as a philosophy, an approach and a service. In recent years, wraparound has been most commonly conceived of as an intensive, individualized care planning and management process. Wraparound is not a treatment per se. The wraparound process aims to achieve positive outcomes by providing a structured, creative and individualized team planning process that, compared to traditional treatment planning, results in plans that are more effective and more relevant to the child and family.” In the spirit of the continuing evolution in our understanding of what Wraparound is we have developed an updated definition that reflects a slightly different point of emphasis.
The Needs Guide:
A resource for families, facilitators and team members working with the Wraparound process
Wraparound is a complex process when you put all of the pieces together. Each of the core concepts of Wraparound can be hard to implement. For example, getting a team together to come up with a single plan of care is easier said than done. Staying focused on strengths while struggling with the behavior of a teenager can be a challenge for any Wraparound team. Staying focused on a common outcome can also be challenging. Despite these challenges most individuals associated with Wraparound find that they can manage if not master core Wraparound concepts such as Team, Plan of Care, Strengths or Outcomes. The most difficult Wraparound concept is that of Needs. This Workbook is designed to help all individuals who are working with Wraparound to become comfortable with the concept of needs as used in the Wraparound process. It is also designed to help individuals and teams work better at identifying the underlying needs, reaching agreement about the most important need and staying focused on addressing and meeting those needs.
Benchmarking in Wraparound
Find the easiest counts for success; engage in bi-level benchmarking; manage to the initial conditions that got the family referred; engage the family in identifying benchmarks that create meaning in each day; manage to the facts; summarize to the positives; bring information to the team for review; use logic in reviewing benchmarks at a team level; and builds discipline for team decision making rather than crowd decision making.
The Wraparound Process User’s Guide
This step-by-step tutorial provides an overview of the Wraparound System of Care as well as implementation guidelines that are at the heart of Ohio’s SAMHSA System of Care Expansion initiative seeking to expand System of Care statewide focusing on youth, young adults in transition, their care givers and families. A system of care is a spectrum of effective, community-based services and supports for children and youth with mental health challenges and their families, that is coordinated, built on meaningful partnerships with families and youth, and addresses cultural and linguistic needs to help them function better at home, in school, at work, in the community, and throughout life.
How and Why Does Wraparound Work | A Theory of Change
Wraparound has always had implicit associations with various psychosocial theories, however, until recently only preliminary efforts had been undertaken to explain in a thorough manner why the wraparound process should produce desired outcomes. The Wraparound theory assumes that, when wraparound is undertaken in accordance with the principles and the practice model specified by the NWI, the result is an effective team process that capitalizes on the expertise and commitment of all team members while also prioritizing the perspectives of the youth and family. When the wraparound process is carried out with fidelity to the principles and the practice model, it is an engagement and planning process that promotes a blending of perspectives and high-quality problem solving.
Ten Principles of the Wraparound Process
The philosophical principles of wraparound have long provided the basis for understanding this innovative and widely-practiced service delivery model. This value base for working in collaboration and partnership with families extends from wraparound’s roots in programs such as Kaleidoscope in Chicago, the Alaska Youth Initiative, and Project Wraparound in Vermont. In 1999, a monograph on wraparound was published that presented 10 core elements of wraparound, as well as 10 practice principles, from the perspective of wraparound innovators. For many, these original elements and principles became the best means available for understanding the wraparound process. They also provided an important basis for initial efforts at measuring wraparound fidelity.
Harnessing the Power of Young People and Social Media | Today’s Tools to Break Down the Stigma Surrounding Mental Illness and Substance Abuse
Is it possible to bridge the growing health information and communication gap? Yes! By harnessing the power of the young people in our middle schools, high schools, and universities who are already on social media sites and have amazing skills for video creation, Web site design, photography, marketing, and tweeting that reaches their own generation. Healthcare organizations do not need to spend money and time training their current staff to learn to use social media, they simply need to recruit and welcome the younger generation to serve on their boards and committees as well as on their staff as volunteers, interns, and employees.
Achieve My Plan | Youth Participation Research Summary
Human service and educational agencies often convene teams to work collaboratively on plans for serving children or youth. This happens most often for children and youth who are involved with multiple systems or who are felt to be in need of intensive support. Often, these are children and adolescents with cognitive, emotional, behavioral, physical, or learning challenges. Contained in this PDF are some common questions that people might have about youth participation in education, care, treatment, or service planning. Information from published research is summarized to help answer each question. We provide references so that if you are interested, you can get more details from the original sources.
Wraparound and Natural Supports
The Wraparound theory assumes that, when wraparound is undertaken in accordance with the principles and the practice model specified by the NWI, the result is an effective team process that capitalizes on the expertise and commitment of all team members while also prioritizing the perspectives of the youth and family…When the wraparound process is carried out with fidelity to the principles and the practice model, it is an engagement and planning process that promotes a blending of perspectives and high-quality problem solving, and is thus consistent with empirically supported best practices for effective teamwork…As a wraparound trainer and coach, I support facilitators as they learn the craft of wraparound.
TIP Model Definition & Guidelines
The Transition to Independence Process (TIP) model was developed for working with youth and young adults (14-29 years old) with emotional/behavioral difficulties (EBD) to engage them in their own futures planning process and provide them with developmentally-appropriate, non stigmatizing, culturally-competent, trauma-informed, and appealing services and supports. The TIP model is operationalized through seven guidelines and their associated practices that drive the work with young people to improve their outcomes and provide a transition system that is responsive to their families.
Does Team-Based Planning ‘Work’ for Adolescents? | Studies of Wraparound
This article focuses on wraparound as an example of a team planning process, and uses data from several sources to reflect on questions about whether-and under what conditions-collaborative teams are successful in engaging young people-and their caregivers-in planning. We used data collected in three studies to address our research questions. The first data set comes from a study on wraparound service planning in Nevada. We examined data collected from 23 matched pairs of caregivers and youth at 6 months after wraparound planning began. Our second data set came from a national study of 41 local wraparound programs throughout the United States.
Phases and Activities of the Wraparound Process
“Phases and Activities of the Wraparound Process” focuses on what needs to happen in wraparound; however, how the work is accomplished is equally important. Merely accomplishing the tasks is insufficient unless this work is done in a manner consistent with the 10 principles of wraparound. In addition, future work from the National Wraparound Initiative will provide more detailed information about team member skills that are necessary for the wraparound process, as well as descriptions of specific procedures, templates, and other tools that can be used to complete the activities described.
Promoting Successful Transitions for Youth with Serious Mental Health Conditions
This webinar was presented on October 8, 2014 by Mary Wagner, Ph.D and Lynn Newman, Ed.D, sponsored by the Transitions Research and Training Center at the University of Massachusetts Medical School, Worcester, MA. It provides a national picture of youth who received special education services in high school in the category of emotional disturbance regarding: Post-high school employment; participation in post-secondary education; factors related to an increased likelihood of employment and post-secondary education up to eight years after high school; longitudinal patterns of productive engagement in employment and/or post-secondary education up to four years post-high school and predictors of engagement and disengagement.