Wraparound Services

Abstract

For more than 20 years, the efficacy of using the wraparound approach to support high-risk youth has been examined in educational and community settings. Few studies show the value of wraparound service from either a school-or communitybased agency as a dropout prevention strategy. Findings from a federal research grant project suggest that many high-risk teens reconnect with educational goals once their lives become more stable after receiving wraparound support. A discussion of the barriers that prevent the most needy school-age youth from accessing wraparound service is offered, with suggestions for how school personnel can increase high school graduation rates for their students with the highest needs.

Community Schools

“…In these contexts, teachers and school administrators have to deal with barriers that originate outside schools (Dobbie & Fryer, 2009;Dryfoos, 2008). Furthermore, it is acknowledged that "families with multiple problems need comprehensive, coordinated, and intensive assistance that is not available in a service delivery system made up of autonomous, narrowly defined programs" (Voydanoff, 1995, p. 63; see also Dryfoos, 2008;Fries, Carney, Blackman-Urteaga, & Savas, 2012;Jacobson & Blank, 2011;Wilson, 2010). The list of such multiple problems is long and diverse, and includes learning difficulties and behavioral problems, living in families beset with violence, and substance abuse (Voydanoff, 1995), just to mention a few.…”

The Role of Mental Health Counselors in Promoting School–Family Collaboration Within the Tiered School-Wide Positive Behavioral Intervention and Support (SWPBIS) Model

“…Advocates of SWPBIS have suggested that Tier III interventions should include the involvement of mental health professionals who, heretofore, have been seen as belonging outside the school system (Eber, Breen, Rose, Unizycki, & London, 2008). The role of mental health counselors within this form of intervention may be regarded as having both a behavioral focus, by assisting school personnel in the development of individualized treatment interventions to target dysfunctional behaviors, and a systemic focus, by facilitating the development of constructive relationships between the families and the school.…”

“…''Wraparound'' services involve a team of involved ''stakeholders,'' such as the child's teachers, administrators, mental health professionals, and family, who work to develop constructive relationships and support networks that quite literally wrap services around the student (Eber et al, 2008). The wraparound process is the most comprehensive intervention in the SWPBS continuum and is applied to 1-2% of students, many of whom are diagnosed with serious emotional/behavioral disorders and for whom school personnel believe there are setting events or environmental contributions that occur outside the school.…”

“…An integrated wraparound model based on a system of care has a number of key characteristics. The process is individualized, needs driven, and strength based (Eber et al, 2008). Services are community based, culturally competent, and involve families as full and active partners in the development of the plan (Eber et al, 2008; Nordness, 2005).…”

“…Pivotal to the success of the interventions is the team’s ability to identify the student’s needs and to help the student and adults to identify their strengths/resources that can address the student’s needs. Also, the team should establish the goals and data indicators of success (Eber et al, 2008). By using a strength-based philosophy, the facilitator encourages the team to focus upon the student’s inherent skills, as they relate to the needs presented instead of focusing on problems or deficits, which often appear overwhelming and intractable.…”