- Wraparound Forms
- The forms or templates available here are examples which may be customized to meet the needs of each individual organization. Prior to using these documents staff must be training in Wraparound best practices such that these forms are not used to drive Child and Family Team Meetings, they are meant to serve as useful tools to gather and organize important information.
- National Wraparound Initiative
- The National Wraparound Initiative has a significant library of resources available related to the implementation and research related to Wraparound nationwide. The following documents provide foundational information about Wraparound, how and why it works, and the research behind what is required to support fidelity practice:
National Wraparound Initiative (NWI)
NWI Wraparound Implementation Guide
NWI Wraparound Implementation and Practice Quality Standards
- Supervisor Resources
- Supervising or managing Wraparound staff requires skills beyond general program management or clinical supervision. Effective supervision of Wraparound staff requires supervisors/managers to demonstrate Wraparound principles and promote Wraparound fidelity in the supervision process. This section provides resources to support supervisors and managers with supervising Wraparound programs.
In Wraparound Supervision and Management , Pat Miles outlines a multidimensional approach where Wraparound supervisors, managers and leaders must attend to three areas: working with the practice model, working with staff, and working with systems.
The Ohio Coaching Supervision-Level Target Skills document outlines specific skillsets supervisors should demonstrate when supporting staff to effectively implement the Wraparound process.
Effectively Integrating CANS into the Wraparound is a joint statement from the National Wraparound Initiative (NWI), the National Wraparound Implementation Center (NWIC), The John Praed Foundation, and Chapin Hall at the University of Chicago on the Do’s and Don’ts of integrating CANS into the Wraparound process, with specific information on using the CANS in each of the four phases of Wraparound.
- Facilitator Resources
- Effective Wraparound facilitation requires facilitators to be skilled in guiding teams through the Wraparound phases and activities while ensuring services are delivered in alignment with the 10 Principles of Wraparound. This section provides resources to support facilitators in their stewardship of the Wraparound principles, phases and activities, as well as in engaging in effective team leadership and care coordination.
The Putting the Outcomes-Based Principle into Action: Part 1 – A Guide for Wraparound Care Coordinators document provides concrete guidance to facilitators on how to be outcomes-based during every phase and activity of the Wraparound process. It includes guidance on connecting needs, outcomes, strategies and tasks; integrating CANS; a suggested CFTM agenda; examples of progress monitoring; and standardized outcome measures commonly used in Wraparound.
Early Childhood Wraparound Resource Guide – 2020
The Phases and Activities of the Wraparound Process: Building Agreement About a Practice Model document lists and defines each of the four phases of Wraparound, providing specific goals and activities to be carried out in each phase. Facilitators can use this as a training tool to learn to guide teams through the phases of Wraparound. Additionally, it can be used by teams to support planning and service delivery within the four phases.
The Ohio Coaching Practice-Level Target Skills document outlines specific skillsets Facilitators should demonstrate to effectively implement the Wraparound process.
- Parent Partner Resources
- Peer partners have lived expertise in successfully navigating systems and help youth and families through giving support, sharing knowledge and experiences, increasing engagement, and increasing accountability of professional team members in providing family-driven, culturally relevant services. This section provides resources for Peer Partners in their delivery of their unique role in providing Wraparound services to youths and families.
The Application of the 10 Principles of the Wraparound Process to the Role of Family Partners on Wraparound Teams describes how the parent partner can put each of the 10 Principles of Wraparound into action as a member of the Wraparound team.
How Family Partners Contribute to the Phases and Activities of the Wraparound Process details what the Parent Partner does during each of the Wraparound phases to support family engagement in key activities. It also describes how the Parent Partner’s work compliments that of the Facilitator and how the Parent Partner and Facilitator work in partnership with other members of the team.
The Qualifications for Wraparound Family Partners document is a statement from the National Wraparound Initiative describing the lived experience and capacities that are needed for a person who wants to be a Family Partner in Wraparound.
Peer Support and Other Strategies for Engaging and Supporting Families in Wraparound Resource Sheet provides guidance on the use of peer partners and strategies for engaging youth and families. It also provides links to additional resources and past webinars on the use of peer partners in Wraparound.
As a response to the recognition that youth partners and parent partners need to work closely with one another in situations where it can feel challenging to do so (i.e., when parents and youths do not agree), the NWI published a practice brief and accompanying study guide to support youth partners, parent partners, and their supervisors in working collaboratively with each other to achieve successful outcomes for youths and families.
Peer Practice Brief: How Youth Partners Can Collaborate with Family Partners in Wraparound
Study Guide: How Youth Partners Can Collaborate with Family Partners in Wraparound
- Trauma and Neuroscience
- Neuroscience of Wraparound
Adverse childhood experiences (ACEs) are childhood traumas which lead to toxic levels of stress – stress that can lead to long-term and lasting changes in the child’s brain. This toxic stress may prevent a child from learning, from playing in a healthy way with other children, and can result in long-term health concerns. Adverse childhood experiences are potentially traumatic events that occur in childhood (0-17 years).
1.2.3. CARE: A Trauma-Sensitive Toolkit for Caregivers of Children
This deeply informative toolkit is a primer for ACEs and trauma sensitive caregiving. It was developed by the Spokane Regional Health District (SRHD) to support caregivers on their journey toward trauma sensitivity. It is organized by topic, each offering a brief overview, specific tools that can be used with children, and where to find more information. Also included are handouts that can be used as teaching aids. Each toolkit topic builds upon the previous ones. It is meant to be user-friendly, so please feel free to add to it.
1.2.3. CARE: A Trauma-Sensitive Toolkit for Caregivers of Children