Introduction to Wraparound Presentation 2011

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)

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Characteristics of CultureDefining What Is Undesirable and Desirable In a Society

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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)

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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.


Prejudice

Ethnocentrism

Stereotype

Sexism

Multiculturalism


Ethnicity

Racism

Race


Discrimination

Heterosexism

Culture

A belief that racial differences produce

and inherent superiority of a particular race.

Racism

Prejudice

Ethnocentrism

Stereotype

Sexism

Multiculturalism


Ethnicity

Racism

Race


Discrimination

Heterosexism

Culture

A generalization of characteristics that is applied to all members of a cultural group.

Stereotype

Prejudice

Ethnocentrism

Stereotype

Sexism

Multiculturalism


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


Discrimination

Heterosexism

Culture

To make a difference in

treatment on a basis other than

individual character.

Discrimination

Prejudice

Ethnocentrism

Stereotype

Sexism

Multiculturalism


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


Discrimination

Heterosexism

Culture

An attitude, opinion, or feeling formed without

adequate prior knowledge, thought,

or reason.

Prejudice

Prejudice

Ethnocentrism

Stereotype

Sexism

Multiculturalism


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


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


Ethnicity

Racism

Race


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

Introduction to Wraparound Presentation 2011

Documents

Transcript of Introduction to Wraparound Presentation 2011