Wraparound Tools for System Leadership*
http://praedfoundation.org/tools/the-child-and-adolescent-needs-and-strengths-cans/

http://praedfoundation.org/tools/the-adult-needs-and-strengths-assessment-ansa/

http://www.wraparoundohio.org/wp-content/uploads/2017/01/Effective-Financing-Strategies-Sheila-Pires.pdf

http://www.wraparoundohio.org/wp-content/uploads/2017/01/TieredCareCoordinationExpertConveningMeetingSummary.pdf
Care coordination is a component of service delivery that has experienced tremendous growth and adaptation in recent years, driven in part by the Patient Protection and Affordable Care Act of 2010 (ACA) and supported by large-scale initiatives from Centers for Medicare and Medicaid Services (CMS), Substance Abuse and Mental Health Services Administration (SAMHSA), and other federal and private partners. Definitions of care coordination vary across implementation settings, and after review of almost forty unique characterizations of care coordination, the Agency for Health Care Research and Quality settled on the following description: “Care coordination is the deliberate organization of patient care activities between two or more participants (including the patient) involved in a patient’s care to facilitate the appropriate delivery of health care services. Organizing care involves the marshalling of personnel and other resources needed to carry out all required patient care activities, and is often managed by the exchange of information among participants responsible for different aspects of care.
http://www.wraparoundohio.org/wp-content/uploads/2017/01/2008-09_NIRN_paper1.pdf
Clinical Decision Making Approaches for Child and Adolescent Behavioral Health Care
http://www.wraparoundohio.org/wp-content/uploads/2017/01/Clinical-Decision-Making-Approaches-for-Child-and-Adolescent-Behavioral-Health-Care.pdf
Over nearly a decade, beginning in 995, the Health Care Reform Tracking Project (HCRTP) tracked publicly financed managed care initiatives, principally Medicaid managed care, and their impact on children with mental health and substance abuse (i.e. behavioral health) disorders and their families. The HCRTP was co-funded by the National Institute on Disability and Rehabilitation Research in the U.S. Department of Education and the Substance Abuse and Mental Health Services Administration in the U.S. Department of Health and Human Services. Supplemental funding was provided by the Administration for Children and Families of the U.S. Department of Health and Human Services, the David and Lucile Packard Foundation and the Center for Health Care Strategies, Inc. to incorporate a special analysis related to children involved in the child welfare system. The HCRTP was conducted jointly by the Research and Training Center for Children’s Mental Health at the University of South Florida, the Human Service Collaborative of Washington, D.C. and the National Technical Assistance Center for Children’s Mental Health at Georgetown University.
Additional Resources Relating to the ENGAGE Initiative Ohio Department of Mental Health and Addiction Services (OhioMHAS)Transition-Age Youth
http://mha.ohio.gov/Default.aspx?tabid=315

Transition-age youth are adolescents and young adults (ages 14-25) who have a diagnosable mental illness that has led to impaired functioning in one or more life domains. Examples of life domains include housing, education and employment, quality of life and functioning and life skills Developmentally, transition-age youth are interdependent, seeking their own identity and independence while still partially dependent on the support of family members, caregivers and service providers. Best practices for serving transition-age youth incorporate the principles of recovery, resiliency and cultural competence. In addition, the overall care must be youth-guided and family-driven.
http://www.wraparoundohio.org/wp-content/uploads/2017/01/WraparoundRESEARCHJanetWalkerAMPAchieveMyPlanJanetWalker052412.pdf

http://www.wraparoundohio.org/wp-content/uploads/2017/01/PhaseActivWAProcess.pdf

https://www.youtube.com/watch?v=BXIT94bFh04
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http://www.chcs.org/project/national-technical-assistance-network-for-childrens-behavioral-health/
A nonprofit policy center dedicated to improving the health of low-income Americans. Since 1995, the Center for Health Care Strategies (CHCS) has partnered with nearly every

http://depts.washington.edu/wrapeval/content/home
The Wraparound Evaluation and Research Team seeks to improve the lives of children and their families through research on the implementation and outcomes of the Wraparound process. Through development, refinement and disse

http://nwi.pdx.edu/

National Wraparound Implementation Center (NWIC)
http://www.nwic.org/
The National Wraparound Implementation Center (NWIC) supports states, communities, and organizations to implement Wraparound effectively. NWIC uses innovative approaches grounded in implementation science and incorporating cutting-edge strategies to support Wraparound implementation. NWIC provides support that is intensive yet affordable. The work is focused on building sustainable local capacity to provide model-adherent, high fidelity Wraparound, thereby increasing positive outcomes for children, youth, and their families.
Building Systems of Care Primer
http://www.wraparoundohio.org/wp-content/uploads/2017/01/Building-Systems-of-Care-Primer.pdf
Building systems of care is inherently a strategic process. Webster’s Dictionary defines strategic planning as “the science and art of mobilizing all forces—political, economic, financial, psychological—to obtain goals and objectives.” This terminology comes out of warfare! It assumes that there is clarity about goals and objectives. Creating that clarity and mobilizing “all forces” are key roles that system builders play. This document provides a strategic framework to support system builders in these roles by: Reviewing the history, values, principles, and operational characteristics of systems of care to create a context for system building: Exploring many of the functions that require structure in systems of care; Discussing examples and the pros and cons of various structural arrangements to promote improved outcomes for children, youth, and families involved, or at risk for involvement, in multiple systems; and • Describing and providing examples of effective system-building processes.
Crisis Text Line
http://mha.ohio.gov/Portals/0/assets/Prevention/Suicide/CTL-fact-sheet.pdf
The Ohio Department of Mental Health and Addiction Services (OhioMHAS) has entered in to a contract with the national Crisis Text Line to provide Ohioans with a state-specific keyword to access its free, confidential service available 24/7 via text on mobile devices. This new resource is intended to broaden the options available through current community crisis hotlines. Throughout Ohio, individuals can text the keyword “4hope” to 741 741 to be connected to a Crisis Counselor. This keyword was originally chosen by the Stark County Mental Health and Addiction Recovery Board and will now be available statewide through this partnership.
Strengthening Family Support for Young People with Mental Health Needs in the Transition to Adulthood: A Tip Sheet for Service Provider
http://wraparoundohio.org/wp-content/uploads/2017/03/projPTTC-FamilySupportTipSheet-1.pdfhttp://wraparoundohio.org/wp-content/uploads/2017/03/projPTTC-FamilySupportTipSheet-1.pdf
To strengthen family support in the transition to adulthood,service providers need to be able to: Consider the experiences reported by many families during the transition years: A shared sense of losing control with the natural pulling apart of adult family members and youth as youth become more independent; Initially parents may feel confident, although worried, but feel less adequate when service providers undermine their expertise and judgment by questioning and marginalizing them; The treatment system often forces young adults and families to disconnect; Families care for youth in a context ofinadequate resources, and little support in the community; Systems do not necessarily support collaboration with families. Service providers need to be familiar with federal, state, and local legal and policy issues; Individual and family developmental changes happen gradually but institutional transitions occur abruptly according to bureaucratic and legal rules; There are different definitions of serious emotional disturbance in special education versus mental health in the adult system; Youth with mental health disabilities have entitlements in the education system but when they have reached the age of adulthood there is only eligibility for adult services, no entitlement;
Wraparound Tools For Families*
http://wraparoundohio.org/wp-content/uploads/2017/04/Engage-Toolkit-2.pdf

http://www.fredla.org/

http://www.ffcmh.org/
The National Federation of Families for Children’s Mental Health is a national family-run organization linking more than 120 chapters a

http://familyorgdirectory.fmhi.usf.edu/index.cfm

http://rtckids.fmhi.usf.edu/rtcpubs/FamExp/Familyquickguide.pdf

http://www.youthmovenational.org/
Youth M.O.V.E National is a youth led national organization devoted to improving services and systems that support positive g

https://ohioyouthmove.org/

http://www.girlshealth.gov/

Wraparound Tools For Supervisors*

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.
https://wraparoundohio.org/wp-content/uploads/2019/06/Ohio-Coaching-Practice-Level-Target-Descriptions-shaded.pdf
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http://www.paperboat.com/images/stories/NewResources/rethinking%20wraparound%20article%20miles%20franz%20meyers%20july%202014.pdf

http://www.paperboat.com/images/stories/NewResources/the%20needs%20workbook%20miles%20final.pdf

http://www.paperboat.com/images/stories/NewResources/1%20benchmarking%20in%20wraparound%20plan%20track%20group%203.pdf
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.
http://wraparoundohio.org/wp-content/uploads/2017/03/Wraparound_Family_Guide09-2010.pdf
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

http://www.wraparoundohio.org/wp-content/uploads/2017/01/HowAndWhyDoesWraparoundWork.pdf

http://wraparoundohio.org/wp-content/uploads/2017/01/TenPrincWAProcess.pdf

http://www.wraparoundohio.org/wp-content/uploads/2017/01/HarnessingthePowerofYoungPeopleandSocialMedia.pdf

Achieve My Plan | Youth Participation Research Summary
http://www.wraparoundohio.org/wp-content/uploads/2017/01/AMP-AchieveMyPlanYouthParticipationResearchSummary123010.pdf
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
http://wraparoundohio.org/wp-content/uploads/2017/01/WA-and-Natural-supports-1.pdf
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
http://www.wraparoundohio.org/wp-content/uploads/2017/01/DefineGuidelinesBRIEFORIENTATIONWORKSHOPHandoutPDF122612.pdf
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
http://www.wraparoundohio.org/wp-content/uploads/2017/01/WraparoundRESEARCHJanetWalkerAMPAchieveMyPlanJanetWalker052412.pdf
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
http://www.wraparoundohio.org/wp-content/uploads/2017/01/PhaseActivWAProcess.pdf
“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
https://www.youtube.com/watch?v=BXIT94bFh04
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.
Wraparound Tools For Facilitators*
http://www.paperboat.com/images/stories/NewResources/rethinking%20wraparound%20article%20miles%20franz%20meyers%20july%202014.pdf
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.
http://www.paperboat.com/images/stories/NewResources/the%20needs%20workbook%20miles%20final.pdf
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.
http://www.paperboat.com/images/stories/NewResources/1%20benchmarking%20in%20wraparound%20plan%20track%20group%203.pdf
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.
http://www.wraparoundohio.org/wp-content/uploads/2017/01/pbStrategicSharingGuide.pdf

http://www.wraparoundohio.org/wp-content/uploads/2017/01/pbAMPYouthParticipation.pdf

http://www.wraparoundohio.org/wp-content/uploads/2017/01/PhaseActivWAProcess.pdf

https://www.youtube.com/watch?v=BXIT94bFh04
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Red Treehouse
http://www.redtreehouse.org/main
Redtreehouse.org was created to provide a welcoming and vibrant online community for families and professionals to explore resources to help children and young adults, prenatal through age 25. Red Treehouse established its roots in a partnership between Ohio Family and Children First (OFCF) and the Ronald McDonald House® of Cleveland, Inc. (RMH). OFCF, founded in 1993, is a partnership of state and local government, communities and families that enhances the well-being of Ohio’s children and families by building community capacity, coordinating systems and services, and engaging and empowering families.
Transition to Independence Process (TIP) and the
National Network on Youth Transition (NNYT) for Behavioral Health
http://www.tipstars.org/
The National Network is the only technical assistance resource that is exclusively focused on improving practices, systems, and outcomes for transition-age youth and young adults and their families. Stars Training Academy, a division of Stars Behavioral Health Group, (SBHG) collaborates with community agencies across North America to provide enriched training and customized consultation to achieve high fidelity and sustainable implementation of evidence-supported and evidence-based practices. The Stars Training Academy serves as the purveyor of the Transition to Independence Process (TIP) Model. The National Network on Youth Transition (NNYT) is a semi-autonomous entity that is under the SBHG umbrella. NNYT is responsible for defining and applying fidelity and certification standards for the implementation and sustainability of the TIP Model.
Achieve My Plan! (AMP) | A Randomized Field-Test of Youth Engagement in Mental Health Treatment Planning
https://www.pathwaysrtc.pdx.edu/p3c-achieve-my-plan
For young people aged 11.5-18 with serious mental health conditions, a comprehensive, team-based approach is increasingly seen as the preferred mechanism for creating and monitoring treatment plans. Unfortunately, the young people themselves rarely participate meaningfully in these kinds of interdisciplinary planning teams. As a result, they can become disengaged from the planning process and unmotivated to participate in the planned treatment. The Achieve My Plan! (AMP) study tested a promising intervention that was developed by researchers at Portland State University, in collaboration with young people who have mental health conditions, service providers and caregivers. The study systematically evaluated the impact of the AMP intervention on youth participation and engagement in treatment planning, youth empowerment, and youth mental health and recovery outcomes.
The Family-Run Executive Director Leadership Association (FREDLA)
http://www.fredla.org/
FREDLA’s mission is to empower and strengthen executive leaders of family-run organizations focused on the well-being of children and youth with mental health, emotional or behavioral challenges and their families. The Family Run Executive Director Leadership Association (FREDLA) serves as the national representative and advocate for family-run organizations and their executive directors, and supports effective stewardship of family-run organizations. FREDLA informs its members on current and emerging policy issues, provides education on research and other program findings and best practices, provides or facilitates professional development opportunities and other consultation and technical assistance, collaborate with stakeholders and facilitates peer-to-peer sharing across member family-run organizations.
Quick Guide for Self-Assessment for Family-Run Organizations in Systems of Care
http://rtckids.fmhi.usf.edu/rtcpubs/FamExp/Familyquickguide.pdf
The Quick Guide is for use by family-run organizations. The guide is divided into nine sections addressing important elements of family-run organization development and sustainability. Each section represents several components or characteristics of effective family-run organizations in a system of care. A brief description of the element and its components and characteristics is presented at the beginning of each section. The description is followed by exercises designed to help you, as a family-run organization representative or team, begin your self-assessment and planning in that area.
WraparoundOhio.org is presented by The Center for Innovative Practices | Part of the Begun Center for Violence Prevention
at Case Western Reserve University’s Mandel School of Applied Social Services
Campus Location: 11235 Bellflower Road Room 375 | Cleveland, OH 44106
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