WRAP Values & Ethics

The core values and ethics of WRAP represent the heart of WRAP ​training and implementation.​ They are what bring the materials to life. Trained and certified WRAP Facilitators apply the concepts, values, and action plans and provide examples from their own lives.​

The WRAP values and ethics were developed through a peer support effort, and certified WRAP Facilitators must understand and embody them when leading groups and workshops. The values and ethics promote a safe, comfortable, and respectful environment for WRAP participants. Facilitators review the values and ethics with participants during group sessions. They also give participants the Values Fidelity Checklist and Ethical Guidelines Checklist below to review. Participants can share ideas about how to more fully honor or demonstrate the WRAP values and ethics at any time.

Values Fidelity Checklist

As Facilitators we agree to uphold the following values:
  • We honor everyone
  • We hold all individuals in unconditional high regard and support all participation
  • We facilitate individual learning through our own shared experiences
  • We facilitate a focus on a mutual learning model, in which people work together and learning outcomes are self-determined
  • We facilitate group equality
  • We facilitate a sense of hope
  • We accept people as they are
  • We facilitate a focus on participants’ strengths
  • We validate individuals’ experiences
  • We are all experts on ourselves and have multiple paths to wellness
  • We facilitate a focus on what is working in our lives
  • We facilitate choices and options
  • Our knowledge is always changing and expanding, and it is infinite through our mutual sharing
  • WRAP is simple and safe for anyone
  • WRAP is complementary with any lifestyle and any therapy one chooses
  • WRAP is adaptable to any personal philosophy
  • WRAP is about a way of living and is based on self-determination
  • Anyone can develop a WRAP for anything they want

Ethical Guidelines Checklist

The following are ethical guidelines to facilitate this curriculum. Review these guidelines with your Facilitators before and after your sessions for quality control:
  • Plan for co-facilitation of every session, with two to three trained and certified Co-Facilitators available
  • Before committing to work with a group, make adequate time to prepare
  • Be flexible in your planning and agenda
  • Be well prepared and know the materials
  • Start and end the group sessions on time
  • Begin with a brief introduction that builds trust and connects to the material
  • Organize presentations that are clear and to the point. Use the agendas and activities in the curriculum as a guide
  • At the beginning, share with participants what you will be co-facilitating. Then co-facilitate the curriculum. At the end, summarize what was co-facilitated
  • Adjust the content of the curriculum materials so that the essential points are covered
  • Co-facilitate most of the time on the shared ideas of the group on wellness and recovery
  • Model mutual support, respect, and shared facilitation between Co-Facilitators. Allow plenty of time before and after sessions to connect with your Co-Facilitator(s) and have a mutual understanding of how to be supportive to each other
  • Make presentations and co-facilitation as interactive as possible. Co-facilitate a diversity of participation and input, and build discussions around the strengths of individuals
  • Plan and design activities that build on participant connections
  • Allow plenty of time for everyone’s input, affirming and validating all responses
  • Support individuals to advocate for and choose what treatments work and determine what does not work
  • Support everyone to work at an individual pace and to determine their own readiness to work on goals
  • Support many choices and options from the group, not final answers from the Co-Facilitators
  • During breaks or after the session, connect with people
  • Keep the focus on a group process; the group supports individual needs
  • Keep the focus on individual strengths and potentials
  • Use nonclinical language at all times; emphasize language that is based on wellness, the five key concepts (hope, personal responsibility, education, self-advocacy, and support), and the values of this curriculum
  • Use personal experiences and real-life examples to facilitate the materials presented
  • Share practical information that participants can use in their lives
  • Provide examples and personal experience that promote the five key concepts (hope, personal responsibility, education, self-advocacy, and support) as defined in the curriculum
  • Ensure that all points stated support the key concepts of hope, personal responsibility, education, self-advocacy, and support as defined in the curriculum
  • Emphasize simple, safe, inexpensive, non-invasive personal strategies and skills
  • Provide affirmations and validation of individuals’ experiences and styles of participation
  • Support and promote voluntary participation
  • Practice self-care at all times
  • Leave personal political and religious agendas outside of this work and curriculum

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