Wraparound Training
Module Two
Expectations
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EXPECTATION | Training | Dialogue |
We Are RESPONSIBLE |
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We Are RESPECTFUL |
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We Are SAFE |
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Finding the Materials
CREDIT
Engagement
Poll Question Review
The Process is Completed in Four Phases
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ENGAGEMENT WITH INDIVIDUAL YOUTH AND FAMILY
&
TEAM PREP
YOUTH, FAMILY &
TEAM
DEVELOP A PLAN
IMPLEMENT &
MONITOR PLAN
TRANSITION
STUDENT & FAMILY ALWAYS DRIVE THE BUS
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NOT ABOUT ME WITHOUT ME
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Wraparound�
The wraparound process is a key component on the continuum of a school wide system of PBIS
Life Domains�
HOME
SCHOOL
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It Always includes a TEAM� identified by youth and family
WRAP
TEAM
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Ten Principles of Wraparound
Learning Targets
Be able to read a scenario and identify the ten principles that are the foundation of wraparound.
10 Principles of Wraparound
NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional
Let’s watch a video on the 10 principles of Wrap
If preferred, you can access the 10 Principles of Wraparound document for note taking.
Principles
2. Team-Based: The wraparound team consists of individuals, agreed upon by the family or through mandates, who are committed to them through either informal or formal community support and service relationships.
Principles
3. Natural Supports: The team actively seeks out and encourages the full participation of team members drawn from family members’ networks of interpersonal and community relationships. The wraparound plan reflects activities and interventions that draw on sources of natural support.
4. Collaborative: Team members work cooperatively and share responsibility for developing, implementing, monitoring and evaluating a single wraparound plan. The plan reflects a blending of team members’ perspectives, mandates, and available resources. The plan guides and coordinates each team member’s contribution towards meeting the team’s (and family’s) goals.
Principles
5. Community Based: The wraparound team implements service and support strategies that take place in the most inclusive, most responsive, most accessible, and least restrictive settings possible, and that safely promote child and family integration into home and community life.
6. Culturally Competent: The wraparound process demonstrates respect for and builds upon the values, preferences, beliefs, culture and identity of the child/youth and family and their community.
Principles
7. Individualized: To achieve goals laid out in the wraparound plan, the team develops and implements a customized set of strategies, supports and services unique to the youth and family’s identified needs.
8. Strengths-Based: The wraparound process and the wraparound plan identify, build upon and enhance the capabilities, knowledge, skills and assets of the child and family, their community, and their team members.
Principles
9. Unconditional Care: Despite challenges, the team persists in working toward the goals included in the wraparound plan until the team reaches agreement that a formal wraparound process is no longer required.�
10. Outcome-Based: The team ties the goals and strategies of the wraparound plan to observable or measurable indicators of success, monitors progress in terms of these indicators or outcomes, and revises the plan accordingly.
Activity: 10 Principles Scenario
Individually read and identify each of the 10 principles.
Discuss as a group.
Thought Partners: �10 Principles
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Stuck Thinking | Principle Based Thinking |
This family isn’t engaged. | Family Voice and Choice: What barriers might be making engagement hard? Have we adjusted our approach to fit the family’s preferences, culture, and capacity? |
We’ve offered everything we can and the family is not following through. | Strengths-based and Individualized: Are the supports truly aligned with what the family values and can realistically access right now? |
We need to hold the family accountable. | Thought Partners 1 |
Nothing is ever going to change with this family. When do we stop? | Thought Partners 2 |
They didn’t show up again. We should move onto a family that wants the support. | Thought Partners 3 |
If you get lost, use the ten principles as the compass!��
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The Four Phases of Wraparound
Learning Targets
Know the four phases of wraparound implementation as identified by the National Wraparound Initiative.
Wraparound is a Process
Youth/family referred for Tertiary Level Services and Supports
Phase 1:
1. Engagement
&
2. Team Preparation
Phase 2:�
Initial Plan�Development
Phase 3:
Implementation and Monitoring of Plan
Phase 4:
Transition
Sometimes the process is linear.
Sometimes we need to loop back.
Engagement & Team Preparation
Goal of Phase 1: Family/Youth Engagement & Team Preparation
Build trust and establish rapport with the family and youth. Establish rapport with youth and family that is transparent and based on trust
Initial Plan Development
Goal of Phase 2: Initial Plan Development
Develop an individualized wraparound plan that addresses the family’s and youth’s prioritized needs.
Implement and Monitor Plan
Goal of Phase 3: Implementation and Monitoring of Plan
Put the wraparound plan into action and provide ongoing support to the family and youth.
Transition
Goal of Phase 4: Transition
Gradually transition the family and youth out of the wraparound process.
Four Phases Discussion
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ENGAGEMENT WITH INDIVIDUAL YOUTH AND FAMILY
&
TEAM PREP
YOUTH, FAMILY &
TEAM
DEVELOP A PLAN
IMPLEMENT &
MONITOR PLAN
TRANSITION
Let’s brainstorm through some possible challenges:
• The family doesn’t want a team. Just a plan.
• The team is focused on action planning without review of strengths.
Understanding the Continuum of Cultural Awareness��
Rate your understanding of:
- Culturally Responsive�- Culturally Competent�- Cultural Humility
Learning Targets
Identify strategies for recognizing your own bias
Know why cultural humility is crucial for wrap facilitation.
Culture is Multifaceted
Culture encompasses values, beliefs, traditions, and experiences—not just racial or ethnic identity.
Recognizing and respecting all aspects of culture enriches WRAP facilitation.
In chat: Which will you need to pay special attention to?
Strategies for Recognizing Your Own Bias
1) “What, Not Why” Technique (Eurich, T., 2017)
2) Elicit Radical Feedback on Blind Spots (Luft & Ingham, 1955) – ask a trusted colleague/wrap team member – ”What is one thing I do that consistently gets in my own way during meetings?” OR ”What is one thing I did today that might have inadvertently silenced a family member’s voice?”
3) Psychological Substitution – when you find yourself judging a family, mentally swap them with someone you deeply respect. Would you still have the same judgement?
Project Implicit
Why Recognizing Culture and Bias Important
Enhances Trust: Participants feel seen, heard, and respected.
Improves Outcomes: Tailored plans that reflect participants’ values and experiences are more effective.
Reduces Miscommunication: Minimizes misunderstandings that can arise from cultural differences.
Fosters Inclusion: Ensures equitable participation and decision-making.
Practically This Means
ACTIVE LISTENING: LEARNING AND USING CULTURALLY APPROPRIATE COMMUNICATION STYLES.
ADAPTING STRATEGIES: MODIFYING WRAP TOOLS TO RESPECT CULTURAL TRADITIONS AND PRACTICES.
EDUCATING YOURSELF: REGULARLY LEARNING ABOUT DIFFERENT CULTURES AND SYSTEMIC BIASES.
SEEKING FEEDBACK: ENCOURAGING PARTICIPANTS TO SHARE THEIR PREFERENCES AND EXPERIENCES.
Culturally Responsive
Culturally Competent
Cultural Humility
Cultural Humility Resources
Culturally Responsive
Definition: Being aware of and respectful toward cultural differences and responding appropriately.
Focus: Adapting behaviors to acknowledge diversity.
Key Element: Learning about participants’ cultures and making them feel included.
Example: Incorporating cultural traditions into communication or planning.
Sue, D. W., & Sue, D. (2016).
Culturally Competent
Definition: Developing skills and knowledge to effectively interact with diverse cultural backgrounds.
Focus: Gaining expertise in cross-cultural communication and understanding systemic biases.
Key Element: Applying cultural knowledge in practice to improve interactions.
Example: Creating training programs to address biases in service delivery.
National Center for Cultural Competence (n.d.).
Cultural Humility
Definition: A lifelong process of self-reflection, self-critique, and ongoing learning.
Focus: Recognizing that no one can fully master another person’s culture
Key Element: Emphasizing collaboration, mutual respect, and addressing power imbalances.
Example: Listening actively to participants’ experiences and valuing their perspectives as equal.
Tervalon, M., & Murray-García, J. (1998).
Why this matters
Enhances relationships
Improves outcomes
Addresses power imbalances
Promotes continuous growth
Creates inclusive environments
Aligns with ethical practices
Your Role as a Facilitator
Commit to Growth: Engage in ongoing training and self-reflection.
Build Connections: Create spaces where all participants feel valued.
Celebrate Diversity: Use cultural differences as strengths within WRAP planning.
Thought Partner Activity
Practice Cultural Humility Strategies
Think of a scenario recently that you may have had some bias. Apply that “what, not why” strategy and/or the ”psychological substitution” strategy.
How might your bias be recognized?
How will you know if you are practicing culturally responsive wraparound?
Prepare to share out answers for each question.
References
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THE ROLE OF THE WRAPAROUND FACILITATOR
Learning Targets
Understand the role of the wraparound facilitator.
Know the difference between wraparound and case management.
Being a wrap facilitator is best described as being a champion.
Wraparound Facilitator Value Base
P.Miles, 2004
Role of Wraparound Facilitator
Adapted from Good to Great: Tools for Improving Wraparound Facilitation by Patricia Miles
Skill sets for wraparound facilitators
Patricia Miles
Ability to clearly describe the wraparound process and its potential benefits for participants
Understanding of evidence-based practices for children with mental health needs and their families
Organizing details
Eliciting individual perspectives
Blending/ Integrating multiple perspectives
Counteracting power imbalances
Power of the Prompt
Shift from “system speak” to “human experience”
Good: “What are the youth’s needs?”
Great: “What would it take for this young person to have a ‘normal’ Tuesday where they feel successful?”
Moves from diagnosing to supporting a person.
Strength to Need Bridge
All action has strength as primary tool
Strength Identified: The family has a strong faith community.
A great facilitator is asking: “How are we going to use that community to help support our safety issue on Friday nights?”
Recognizing Emotion
A great facilitator names the emotion and reframes it.
“It sounds like your anger might be coming from how much you want to protect your daughter. You’re worried that if we do this, she won’t be safe. Let’s look at how we can build a plan that matches that level of protection.”
Turning ”resistance” into “protection”
Support Planning
Expanding from service planning to support planning.
Service planning (good): Referring family to therapist, tutor, psychiatrist
Support planning (great): Identifying a neighbor that can walk the dog, the aunt can host dinner, and the youth supporting the basketball team with stats where the coach is a natural mentor
What Make Great Reframes
1) Ownership: Does the reframe put the family in the driver's seat?
2) Function over Form: Does the reframe look at the reason for a behavior (the need) rather than just the behavior itself?
3) Sustainability: Does the reframe move away from "The System will fix it" toward "The Family and their community will manage it"?
Thought Partner Activity
Practice shifting system speak.
Practice these “Good to Great” strategies together by reframing a response to each system speak example.
Prepare to share out answers for each question.
Facilitator Quiz & Discussion
Individually review and consider your answers.
Then group discussion.
The GOAT wraparound faciltiator
creates more adults to care about, serve and support youth and families.
Wraparound Facilitator vs. Case Manager
Understanding the Key Differences
Wraparound Facilitator
- Family-centered and strengths-based approach.
- Builds a team around the family, leveraging natural and formal supports.
- Focuses on empowerment and long-term solutions.
Bruns et al., 2010; Walker & Matarese, 2011
Case Manager
Bruns et al., 2010; Walker & Matarese, 2011
The Approach to Collaboration
Wraparound Facilitator:
Case Manager:
Philosophy
Wraparound Facilitator
Case Manager
Bruns et al., 2010; Walker & Bruns, 2006
Scope of Work
Wraparound Facilitator
Case Manager
What will be your look-fors to know you are slipping into case-management mode, rather than facilitator mode?
Follow-Up Tasks
Discuss the training with administration.
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Begin steps to identify a youth.
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Questions & Responses