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The wraparound approach for students with emotional and behavioral disorders: Opportunities for school psychologists
Author(s) -
Quinn Kevin P.,
Lee Virginia
Publication year - 2007
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20209
Subject(s) - school psychology , psychology , psychological intervention , emotional and behavioral disorders , mental health , applied psychology , medical education , service provider , pedagogy , service (business) , psychotherapist , psychiatry , medicine , dyslexia , economy , reading (process) , political science , law , economics
Students with significant emotional and behavioral disorders (EBD) present school personnel with complex challenges. For those students who present especially pervasive and chronic challenges, the National Association of School Psychologists (NASP) has recommended comprehensive assessments and interventions that empower families and involve close collaboration with community‐based service providers. In recent years, wraparound has emerged as one approach to collaboratively developing interventions that are both family focused and ecologically comprehensive. As such, the approach is consonant with the mental health roles widely advocated for school psychologists in the professional literature. In this article, we provide a brief overview of the need for the wraparound approach and its theoretical foundations. We then detail the principles on which the approach is grounded and the specific procedures through which it comes to fruition. Finally, we discuss implications of the approach for school psychologists. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 101–111, 2007.