Abstract
Achieving coherence and integration across staff professional development activities is facilitated when training, coaching and staff evaluation are guided by a clearly articulated program theory or “theory of change” that describes how skillful practice promotes desired outcomes. We focus on a theory of change for wraparound, a widely implemented approach to providing community-based care for children with high levels of mental health and related needs. Training, coaching and staff evaluation efforts within wraparound programs have typically been linked only very loosely to theory. We argue that wraparound’s unique history allowed it to evolve with limited theoretical grounding, and we then describe a theory of change for wraparound, focusing on the major causal routes that are hypothesized to lead to outcomes. Finally, we provide an extended illustration of how the theory can provide the basis for a coherent and integrated approach to developing the skills and capacities of staff members playing key roles in wraparound implementation.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Allen, R. I., & Petr, C. G. (1998). Rethinking family-centered practice. American Journal of Orthopsychiatry, 68, 196–204.
Bickman, L. (2000). Summing up program theory. New Directions for Evaluation, 87, 103–112.
Bickman, L. (2008). A measurement feedback system (MFS) is necessary to improve mental health outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1114–1119.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Bruns, E. J., Leverentz-Brady, K. M., & Suter, J. C. (2008). Is it wraparound yet? Setting fidelity standards for the wraparound process. Journal of Behavioral Health Services and Research, 35, 240–252.
Bruns, E. J., Sather, A., Walker, J. S., Conlan, L., & LaForce, C. (2009). Impact of the National Wraparound Initiative: Results of a survey of NWI advisors. Portland, OR: National Wraparound Initiative, Portland State University.
Bruns, E. J., Suter, J., Burchard, J. D., & Leverentz-Brady, K. (2004a). A national portrait of wraparound implementation: Findings from the wraparound fidelity index. In C. C. Newman, C. J. Liberton, K. Kutash, & R. M. Friedman (Eds.), The 16th annual research conference proceedings: A system of care for children’s mental health: Expanding the research base (pp. 281–286). Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, The Research and Training Center on Children’s Mental Health.
Bruns, E. J., Suter, J. C., & Leverentz-Brady, K. L. (2006). Relations between program and system variables and fidelity to the wraparound process for children and families. Psychiatric Services, 57, 1586–1593.
Bruns, E. J., & Walker, J. S. (2010). Defining practice: Flexibility, legitimacy, and the nature of systems of care and wraparound. Evaluation and Program Planning, 33, 45–48.
Bruns, E. J., Walker, J. S., Adams, J., Miles, P., Osher, T. W., Rast, J., et al. (2004b). Ten principles of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University.
Bruns, E. J., Walker, J. S., Zable, M., Matarese, M., Estep, K., Harburger, D., et al. (2010). Intervening effectively in the lives of youth with complex behavioral health challenges and their families: The role of the wraparound process. American Journal of Community Psychology, 46, 314–331.
Burchard, J. D., Bruns, E. J., & Burchard, S. N. (2002). The wraparound approach. In B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 69–90). New York: Oxford University Press.
Burchard, J. D., Burchard, S. N., Sewell, R., & VanDenBerg, J. (1993). One kid at a time: Evaluative case studies of the Alaska youth initiative demonstration project. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.
Burchard, J. D., & Clarke, R. T. (1990). The role of individualized care in a service delivery system for children and adolescents with severely maladjusted behavior. The Journal of Mental Health Administration, 17, 48–60.
Burns, B. J., Schoenwald, S. K., Burchard, J. D., Faw, L., & Santos, A. B. (2000). Comprehensive community-based interventions for youth with severe emotional disorders: Multisystemic therapy and the wraparound process. Journal of Child and Family Studies, 9, 283–314.
Donaldson, S. I. (2007). Program theory-driven evaluation science: Strategies and applications. Mahwah, NJ: Lawrence Erlbaum.
Dunst, C. J., Trivette, C. M., & LaPointe, N. (1994). Meaning and key characteristics of empowerment. In C. J. Dunst, C. M. Trivette, & A. G. Deal (Eds.), Supporting & strengthening families: Methods, strategies, and practices (pp. 12–28). Cambridge, MA: Brookline Books.
Fixsen, D., Naoom, S. F., Balase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
Frechtling, J. A. (2007). Logic modeling methods in program evaluation. San Francisco: Jossey-Bass.
Goldman, S. K. (1999). The conceptual framework for wraparound. In B. J. Burns & S. K. Goldman (Eds.), Systems of care: Promising practices in children’s mental health, 1998 series: Volume IV. Promising practices in wraparound for children with severe emotional disorders and their families (pp. 27–34). Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
Hernandez, M., & Hodges, S. (2006). Applying a theory of change approach to interagency planning in child mental health. American Journal of Community Psychology, 38, 165–173.
Koren, P. E., DeChillo, N., & Friesen, B. J. (1992). Measuring empowerment in families whose children have emotional disabilities: A brief questionnaire. Rehabilitation Psychology, 37, 305–321.
Maddux, J. E. (2002). Self-efficacy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 277–287). New York: Oxford University Press.
Munger, R. L. (1998). The ecology of troubled children. Cambridge, MA: Brookline Books.
Rogers, P. J. (2000). Causal models in program theory evaluation. New Directions for Evaluation, 87, 47–55.
Rogers, P. J., Petrosino, A., Huebner, T. A., & Hacsi, T. A. (2000). Program theory evaluation: Practice, promise, and problems. New Directions for Evaluation, 87, 5–13.
Russinova, Z. (1999). Providers’ hope-inspiring competence as a factor optimizing psychiatric rehabilitation outcomes. Journal of Rehabilitation, (October/November/December), 50–57.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Saleebey, D. (2001). The strengths perspective in social work practice (2nd ed.). New York: Longman.
Savaya, R., & Waysman, M. (2005). The logic model: A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–104.
Suter, J. C., & Bruns, E. J. (2009). Effectiveness of the wraparound process for children with emotional and behavioral disorders: A meta-analysis. Clinical Child and Family Psychology Review, 12, 336–351.
Thompson, S. (2002). The role of personal control in adaptive functioning. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 202–213). New York: Oxford University Press.
VanDenBerg, J. E. (1992). Individualized services for children. New Directions for Mental Health Services, 54, 97–100.
VanDenBerg, J. E., & Grealish, M. E. (1996). Individualized services and supports through the wraparound process: Philosophy and procedures. Journal of Child and Family Studies, 5, 7–21.
Walker, J. S. (2006). Strengthening social support: Research implications for interventions in children’s mental health. Focal Point: Research, Policy, and Practice in Children’s Mental Health, 20(1), 3–9.
Walker, J. S. (2008). How, and why, does wraparound work: A theory of change. In E. J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Regional Research Institute, Portland State University.
Walker, J. S., & Bruns, E. J. (2006a). Building on practice-based evidence: Using expert perspectives to define the wraparound process. Psychiatric Services, 57, 1585–1597.
Walker, J. S., & Bruns, E. J. (2006b). The wraparound process: Individualized, community-based care for children and adolescents with intensive needs. In J. Rosenberg & S. Rosenberg (Eds.), Community mental health: Challenges for the 21st century. New York: Routledge.
Walker, J. S., Bruns, E. J., & Penn, M. (2008). Individualized services in systems of care: The wraparound process. In B. A. Stroul & G. M. Blau (Eds.), The system of care handbook: Transforming mental health services for children, youth, and families. Baltimore, MD: Brookes.
Walker, J. S., Bruns, E. J., Rast, J., VanDenBerg, J. D., Osher, T. W., Koroloff, N., et al. (2004). Phases and activities of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University.
Walker, J. S., & Koroloff, N. (2007). Grounded theory and backward mapping: Exploring the implementation context for wraparound. Journal of Behavioral Health Services & Research, 34, 443–458.
Walker, J. S., Koroloff, N., & Schutte, K. (2003). Implementing high-quality collaborative individualized service/support planning: Necessary conditions. Portland, OR: Research and Training Center on Family Support and Children’s Mental Health.
Walker, J. S., & Schutte, K. M. (2004). Practice and process in wraparound teamwork. Journal of Emotional and Behavioral Disorders, 182–192.
Walker, J. S., & Schutte, K. M. (2005). Quality and individualization in wraparound planning. Journal of Child and Family Studies, 14, 251–267.
Acknowledgments
This work was supported in part by funding from the Center for Mental Health Services Substance Abuse and Mental Health Services Administration, United States Department of Health and Human Services. The authors would like to acknowledge the key contributions of external experts Pat Miles, Mary Jo Meyers, and Toni Issadore and Innovations Institute staff Kim Estep, Madge Mosby, Kendra Quinn Ward, and Michelle Zabel to the work of conceptualizing and defining the skill sets and the workforce development approach described in this article.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Walker, J.S., Matarese, M. Using a Theory of Change to Drive Human Resource Development for Wraparound. J Child Fam Stud 20, 791–803 (2011). https://doi.org/10.1007/s10826-011-9532-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10826-011-9532-6