Wraparound programming in juvenile justice

Introduction

Wraparound is a holistic method that involves in engaging the individuals with complex needs so that they can live in their homes and communities to realize their dreams and hopes. The program has been used in the juvenile system for solving the problem in the society where the juveniles are placed in hostile places without anything constructive for effective transformation of the Juveniles. The values of Wraparound as shown in its core principles are fully consistent with the system of cares framework that involved the corporation from the society especially the family members and school. The process has transformed so many juveniles allowing them to stay at home as further analysis and follow-ups are made on their behavior (Scott & Eber, 2003). The program has handled various issues such as gang involvement, drug addictions, family canceling and involvement, mental health and others. Therefore, the paper will define wraparound and describe its applications in the juvenile justice. 

The Wraparound programming has handled victims from some criminal cases in the society. Some of the juveniles were involved in gang, drug addiction and abuse, and female offenders such as teen pregnancy. Most of the juvenile offenders have been subjected to hostile conditions despite their involvement in crimes that can be rectified. According to specialized of wraparound, most of the juveniles are subjected to non-constructive treatments that make them more violent. Therefore, based on extensive research, some of the juveniles can be rehabilitated and make them more responsible in the society. It has been observed that the police prisons does not make the juveniles responsible but transforms them into more and dangerous criminals once they have finished their term in prison. Therefore, the wraparound allows the juveniles to be released to their homes while watching their transformation. These are achieved through collaborative efforts such as from community outreach, and family involvements. The process has made a continuous rehabilitation effort by tackling some cases involving individuals with mental problems. The wraparound believes that the society is very close to the solution of every problem which is effective in a collaborative manner.

The wraparound separates itself from other services which existed in the society such as the traditional services delivery in appropriate education and a cognitive health issues with its determination in improving family relationships, community partners, and schools in the effective problem-solving relationship (Walker & Schutte, 2004). The very distinct implementation features are first, family and the voice from the youths to guide a design and activities of the teams. Secondly, the team compositions and plan reflects on a strength that is originates from youth and family strength. Third, the team creates a process based on commitment and capacity to the design and implementation of comprehensive strategies over time, and finally, the plan describes the various results across home, community and learning institutions through a single synchronized plan.

However, outwardly wraparound can be confused to be a kind of special need education or a cognitive health treatment process, but it goes much beyond as it dictates a substantial effort on building a significant relationship and comprehensive support connectivity among the youths and the victims and the family members. This is achieved by creating a comprehensive team among each and every student plus the family of the students that is invested in obtaining an agreed on the quality based on life indicators. It is vivid that the process requires comprehensive team support for achieving the objective by having a system of connections that is objected to having an equivalent survey system. The team includes wraparound professional members, the family of the victims, the school teachers where the Juvenile attends and others from the community (Walker & Schutte, 2004).

The aspect of wraparound has been operated in a number of events.  The lack of a theoretical framework has led to the absence of consistency based on the procedural policies that exist to control the wraparound process. Consequently, the two theories that are mostly used in the process are the ecological system and environmental ecology theory. The theories compliments on the influence of various systems on the degree of performing for the juveniles and their family members. The theories are based on focused on families and strength-based of wraparound. The primary goal of the process is a success for the youths based on the aspect of their families and the juvenile home schools. These characteristics are the facts that make wraparound distinct, family and community-focused process that is often apprehended as an experienced as antithetical to the existing traditional cognitive health treatment planning process.

The process requires some procedures to create ownership and thus investments of the individual who spend much time with the students. This establishes a situation in which a range of interventions such as behavioral support which are executed through integrity. Moreover, other requirements for a successful process are effective parenting and family dynamics, efficient communication process and other factors. The effectiveness of communication is required for understanding the level of progress during the family meetings discussions. The teams meetings depend so much on communication to allow others understand and analyze how the students are faring based on interpersonal relationships and friends based communications. The communication aspect enabled the team to recognize various factors such as violence and arrogance. This is usually administered by asking some questions and also analyzing how the students react to some disagreements that he or she may encounter in the society (Walker & Schutte, 2004).

Source of funding

Wraparound is founded by one funding source which is Medicaid. However, Medicaid may be limited regarding its possibility to serve the children and the communities that the community identifies. It is unique funding source with a lot of regulatory services (Walker & Schutte, 2004). Therefore, the community stakeholders require understanding the eligibilities, regulations and the priority population mandates with the Medicaid. For example, not all the Medicaid –eligible beneficiaries benefit from other systems such as juvenile, justice or schools. Therefore, it is needed that the society supports the programs.

Conclusion

The wraparound process dictates a particular role for team members incapacitating the natural surveys individuals and the detailed conditions for various interventions which involve specifics role for each of the individuals will play on particular situations. The functions of a designed team facilitators are vital to ensure the aspects of wraparound is adhered to and that the characteristics of the strength-based individual approach that are used. A wraparound coordinator who is normally a school social worker or psychologist coordinates the members through various phases of the wraparound by ensuring commitments. The process has a distinct process that is facilitated to ensure and reduce the increasing number of rising crimes from the juveniles. The process has transformed many Juveniles in the society by taking them away from the soliciting prisons that only make them more arrogant. The process uses both the society and family members in the transformation process that ends up being a progressive system.

References

Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, 131–143.

Walker, J. S., & Schutte, K. M. (2004). Practice and process in wraparound teamwork.Journal of Emotional and Behavioral Disorders, 12, 182–192.

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