Wraparound services

Finally, tertiary prevention strategies are designed for the most severely at-risk students, comprising the needs of 3-5% of aU students. Generally, these students require intensive wraparound services to help the whole child and work with the family (Walker et al., 1996). At this level, intensive services should include resources and partnerships among families, schools, and community resources. 

III. Formal connections with community mh services— Increasingly, schools have developed connections with community agencies, often as the result of the school-based health center movement, school-linked services initiatives (e.g., full-service schools, family resource centers), and efforts to develop systems of care (e.g., wraparound services for those in special education). Four formats have emerged ... 

While evaluation efforts have been implemented to assess all three levels of intervention, the most comprehensive efforts were focused upon the impact of intensive wraparound services. As part of the evaluation, caregivers complete the BERS (Epstein Sharma, 1998) at intake and every 6 months thereafter. 

Morrison-Velasco, S. (2000b). Wrapping around empathy The role of empathy in the wraparound model. Ethical Human Sciences and Services, 2, 109—117. 

In a totally different application, the US Forest Service began using needle-punched nonwoven geotextiles as wraparound walls in steep logging terrain in the Pacific Northwest in 1974. The fabric rolls were sometimes delivered by helicopters. Geotextile-reinforced embankments were constructed in Alaska beginning in 1975... 

Concerns that disproportionate numbers of children with serious emotional disturbance were being removed from their communities led to the development of systems of care in the 1980s. In 1992, Congress passed the Comprehensive Mental Health Services for Children and Their Families Program which supported the development of these systems of care. A system of care is in or near the home and community. In fiilly developed systems of care, local public and private organizations work in teams with families and children to both plan and implement individualized services for each child s physical, emotional, social, educational, and family needs. Teams include family advocates and representatives fi om mental health, health, education, child welfare, juvenile justice, vocational rehabilitation, recreation, substance abuse, and other services. Systems of care have supported the use of mental health clinicians in schools, school- and community-based wraparound planning and services, and student support services (Woodruff et al., 1999). 

The Parkway Heights Middle School is committed to keeping its students and families on track and provides an innovative level of wraparound student services. Each component works in conjunction with the other to build a community in South San Francisco with students and families of promise. 

Eber, L., Nelson, C. M. (1997). School-based wraparound planning Integrating services for students with emotional and behavioral needs. American Journal of Orthopsychiatry, 67(3), 385-395. 

VanDenBerg, J. E., Grealish, E. M. (1996). Individualized services and supports through the wraparound process Philosophy and procedures. Journal of Child and Family Studies, 5, 7-22. 

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