1. Developed by Mary Ellen Copeland, PhD
WRAP® for Kids
Developed by Mary Ellen Copeland, PhD
Please note that Mary Ellen Copeland’s words and expertise are shared throughout this PowerPoint!

3. WRAP® for Kids is based on the Wellness Recovery Action Plan.
It had been suggested that if kids had a WRAP®, it might help set the stage for a happy and healthy life.
The WRAP® Workbook for Kids was developed to meet this need.
Updated Workbook can be purchased at
WRAP® for Kids is based on the Wellness Recovery Action Plan, a system developed by a group of people with mental health challenges who wanted to find a way to take back control of their lives and stay as well as possible.
It had been suggested that if kids had a WRAP®, it might help set the stage for a happy and healthy life. Mary Ellen Copeland heard the voices of people and The WRAP® Workbook for Kids was developed to meet this need.

4. Getting Started:
The WRAP® Workbook for Kids was developed with the assistance of three great kids who were all 10 years old.
I personally had the honor to support two people to develop a WRAP® using the workbook.
Rachel- 25 years old with developmental distinctions
Jessica- 8 years old
The WRAP® Workbook for Kids is NOT meant to replace programs that are working well for the child!

5. ‘Out of the Mouth of Babes’
Esther: ‘WRAP helps you remember to do some things that would help you that you may not remember’
Hawk: ‘I used to have huge rages that I couldn’t control and that went on for hours. WRAP has helped me figure out how I can take care of myself so that I explode less. WRAP also helps me so that when I do lose it, I can keep it under control better. I like having plans.’

6. ‘Out of the Mouth of Babes’
Akincana: ‘By doing WRAP I have learned to control my emotions.’
Rachel: ‘I liked being with Gina. I also liked planning things to do every day. I used purple and blue colored pencils for the things I liked because they are my favorite colors. I used brown for stressful events.’
Jessica: ‘I liked being able to talk about my favorite things as well as being able to share what makes me unhappy. It helps to talk about it and write things down.’

7. WRAP® for Kids Wellness Tools When You Feel Really Good
Things to Do Everyday
Things You Might Need to Do and Things You Might Want to Do
Stressful Events/Actions to Take to Feel Better
Early Warning Signs/Actions to Take to Feel Better
When I am Feeling Really Awful/Things to Do When Feeling Really Awful and People I Want to Be with Me

8. Wellness Tools
Rachel wanted to know why I was calling the things she likes to do and the things that made her feel good about who she is ‘tools’.
This is an opportunity for a child to express all the ideas they have to stay happy and healthy.

9. How You Feel When You Feel Really Good
This is a chance to explore with a child ‘how they feel’ when at their best.
A trusted adult can delve a little deeper with the child during this section.
If the child says, ‘I feel happy’
The adult can say, ‘How would I know you are happy?’

10. Things To Do Every Day
The child now has the opportunity to look back over their Wellness Tools and select the ones they think are important to do every day to stay healthy and happy.
It is important to learn from the child and let them choose the wellness tools they are committed to doing everyday!

11. Things You Might Need or Want to Do List
There are some things that you (the child) don’t need to do every day, but need to do sometimes
Also write…
Things you (the child) might want to do, but don’t get to do often
*This is a reminder list for the child and a learning opportunity for the trusted adult.

12. Stressful Events/Action Plans
A stressful event is something that happens to you (the child), that you see happening, or that you hear about that you don’t expect.
It is an event that makes you (the child) feel upset, sad, grumpy, confused, afraid or some other way that you (the child) don’t like to feel.
It is important to remind the child that these feelings are natural and everyone has them from time to time.

13. Stressful Events/Action Plans
After the child has a chance to express and list their stressful events
Next the child will have the opportunity to write down wellness tools and other things they can do if a stressful event occurs.

14. Early Warning Signs/Action Plans
Sometimes you (child) may notice that you feel badly and don’t know why. These feelings are called early warning signs.
Rachel: “Sometimes I feel anxious and don’t know why. During these times, I wish I could be brave.”
Jessica: “Sometimes I get really stubborn for no reason. Sometimes I have a reason to be stubborn. I guess when I get stubborn for no reason it might be an early warning sign, because I’m not choosing to be stubborn it just happens.”

15. Early Warning Signs/Action Plans
Jessica and her self-identified stubbornness
When unexpected stubbornness creeps up, Jessica has decided that she will:
Ask to go outside and swing really high
Scribble really hard until her crayons break; if her Mom will let her buy new crayons when she feels better
Say ‘I’m sorry’ when she calms down
Do cartwheels until she is dizzy

16. Early Warning Signs/Action Plans
This was the hardest section for Rachel and Jessica.
Rachel had an easier time identifying stressful events, then talking about her feelings.
Rachel and I created paper faces for various feelings; then both of us expressed feelings using the masks.
Once a child explores and lists their early warning signs, they create a list of things they can do to feel better.

17. When I am Feeling Really Awful
This section offers the child a safe place to write down what they are feeling, thinking and doing when things are really awful.
Rachel: “When Gina did not call me for days because she was in Holland”

18. Rachel’s Action Plan When Gina can’t call, I will:
We video chatted with gmail.
Gina sent me letters and snail mail
Gina and I talked extra long on the phone when she came home even though she was Oscar the Grouch because she was tired.

19. Special People
The last section allows the child to list the special people in their life that could help them do the things in their WRAP® and support them in good times and bad times.
Rachel had 74 special friends  We decided to narrow it down to 12 and added phone numbers for each person.
This was Rachel’s favorite section!

20. Final Comments WRAP® is a living and active document.
It is not meant to be a treatment plan
It is meant to be a child’s story at a moment in time; that can be lived in the every day.
As the child grows, their WRAP® will change and grow as well
Final words from Jessica: “This was fun and easy. I might be a WRAP® teacher when I grow up, so children can have a say.”

21. Tips for parents, teachers and care providers
While this plan must be developed by
the child who is using it, a trusted adult in their life can provide essential positive assistance and support as the child works through developing each section.
The child chooses the adult they would like to have supporting them through the workbook.
It is also essential to provide positive support as the child uses this plan in daily life.
While this plan must be developed by the child who is using it, a trusted adult in their life can provide essential positive assistance and support as the child works through developing each section.
The child chooses the adult they would like to have supporting them through the workbook.
It is also essential to provide positive support as the child uses this plan in daily life.
The Best preparation for helping Kids to develop WRAP especially for care providers who want positive results:
Develop a plan for yourself with a Copeland Center qualified WRAP Facilitator
Take the Copeland Center WRAP Facilitator Course

22. Tips for parents, teachers and care providers
The Best preparation for helping Kids to develop WRAP especially for care providers who want positive results:
Develop a plan for yourself with a Copeland Center qualified WRAP Facilitator
The Copeland Center offers a 2 day Continuing Education Course for WRAP Facilitators on engagement strategies in working with Kids and other distinct learning needs.
The Copeland Center also offers a five day WRAP Facilitators Course geared toward working with kids.

23. Tips for parents, teachers and care providers
For anyone regardless of training:
Share and read WRAP for Kids with children they are supporters for.
Encourage Children to read WRAP for Kids if they can and talk about how you can support them.
Talk about wellness tools and support children to work with a trusted adult to have a toolbox they can readily use during tough times.
Keep to the values and ethic before
attempting to present any part of WRAP.

24. Thanks and Appreciation to:
For more information:
Rachel and Jessica: Two great people who provided their expertise to WRAP® for Kids
Matthew and Mary Ellen: Two great people who provided patience, kindness and answers as I prepared this Presentation