While this guide is about developing leadership skills for both groups
and increasing diversity in your local group, many of the suggestions and
activities have much value in general in building and maintaining a
successful organization.
to make sure you have received it all, the phrase "end of document"
appears at the end.
kelly
ENHANCING OUTCOMES AMONG
AFRICAN AMERICANS AND LATINOS WITH DISABILITIES
THROUGH EMPOWERMENT AND SUPPORT
GUIDELINES
Faye Z. Belgrave, Ph.D.
Maria Cecilia Zea, Ph.D.
Sylvia Walker, Ed.D.
Sonia R. Banks, M.A.
S. Lisbeth Jarama, Ph.D.
Tiffany G. Townsend, M.Phil.
Kimberley A. Turner, M.ed.
1997
Contributors
George Washington University
Faye Z. Belgrave
Maria Cecilia Zea
S. Lisbeth Jarama
Sonia R. Banks
Tiffany G. Townsend
Tirsis Quezada
Howard University
Sylvia Walker
Carl Douthitt
Rehabilitation Services Administration
Ruth Royal-Hill, Administrator
Liliana Arias
Donald Briggs
William Byrd
Brenda Cartwright
Stephanie G. Coleman
Joan Cousins
Cherri Eitel
John Folan
Shushila Kapur
Marlene Jones Kinney
Margaret Lake-Young
Alex Lugo
Milagros V. McGuire
Marianne Mesmer
Donald Nunley
Arturo Rodriguez
Rose M. Salazar
Hector Sotomayor
Cynthia A. Burley
Denise Thomas
Thomas Waters
Gloria Whitfield
Joan Wills
Mattie Zachery
Acknowledgements
This project was supported by a grant from the National
Institute on Disability and Rehabilitation Research to George
Washington University, Washington, D.C. (Faye Z. Belgrave, Ph.D.,
Principal Investigator). The opinions expressed herein are those
of the authors and should not be attributed to the U.S. Department
of Education. The authors would like to thank the many individuals
who made this project possible: Staff of the D.C. Rehabilitation
Services Administration (RSA), Staff of the Rehabilitation Project
at George Washington University, and Staff at the Howard University
Research and Training Center. Thanks to Deniece Hopkins and Rene
Proctor who provided invaluable editorial assistance. Finally, but
most importantly, appreciation and gratitude is extended to all
consumers who participated in our program.
Table of Contents
Contributors.....................................................
........................... i
Acknowledgements.................................................
....................... ii
Table of
Contents.........................................................
................. iv
Chapter
One..............................................................
.................. 3 Introduction and Background
Chapter
Two..............................................................
.................. 8 Recruitment and Retention
Chapter
Three............................................................
.................. 11 Group Process
Chapter
Four.............................................................
.................. 16 Implementing a Social Support
Intervention
Session I: Purpose of the Program
17 (What is this program all about?)
Session II: Identify Your Social Support Network
21 (Who is there to help me?)
Session III: Types of Social Support
26 (How do I distinguish different types of
support?) Session IV: Learning to be Supportive
33 (How do I give support?)
Session V: Empowerment Versus Dependence
39 (I can versus I don't think I can.)
Session VI: Cultural Aspects
46 (What values do I have?)
Session VII: Summary and Feedback
50 (What did I learn?)
Chapter
Five.............................................................
................... 53 Implementing a Psychosocial
Competence Intervention
Session I: Purpose of the Program
54 (What is this program all about?)
Session II: Being a "doer" 58
(I take responsibility for my life.)
Session III: Empowerment 64
(I can take charge of my life.)
Session IV: Goal Setting
71 (What are my life goals?)
Session V: Action Plan
77 (How will I get what I want in life?)
Session VI: Cultural Aspects
83 (What role does my culture play?)
Session VII: Summary and Feedback
90 (What did I learn?)
Chapter
Six..............................................................
.................... 91 Summary and Conclusions
Appendix
A................................................................
.................. 94
Appendix
B................................................................
.................. 95
References.......................................................
............................ 98
Enhancing Outcomes Among African-Americans and Latinos with
Disabilities through Empowerment and Support
Chapter One
Introduction and Background
In 1992, The National Institute on Disability and
Rehabilitation Research (NIDRR) awarded a grant to The George
Washington University. This grant titled, "Enhancing Adjustment to
Disability and Employment Success among African Americans and
Latinos," was a collaborative effort between The George Washington
University, Howard University, and Rehabilitation Services
Administration (RSA) in Washington, D.C. The overall goal of the
project was to develop, implement, and evaluate a program to
improve vocational, psychological, and functional outcomes among
African Americans and Latinos with disabilities. Programs that
promoted social support and psychosocial competence were used to
achieve this goal. These guidelines describe the result of these
efforts. It is hoped that these guidelines will be useful to
others interested in developing programs for African Americans and
Latinos with disabilities.
The project was implemented in recognition of the need to
develop approaches to improve the quality of life for African
Americans and Latinos with disabilities. One in seven working age
non-institutionalized African Americans have a disability and one
in twelve Latinos have a disability (Bowe, 1990). Although there
is a strong desire to work, only a very small percentage of African
Americans and Latinos are employed (Belgrave, Walker & Asbury,
1993). Housing, medical, and rehabilitation services are
additional concerns which limit the ability of these individuals to
participate productively in society. Additionally, the standard of
living among African Americans and Latinos with disabilities may be
lowered because of limited income and education. This project was
designed to address some of these issues.
This manual provides guidelines for replicating our efforts
with African Americans and Latinos with disabilities in other
communities. While individual and situational factors will differ
from person-to-person and from organization-to-organization, some
of the strategies used may be modified for individual situations.
The background is presented in this first chapter. We introduce
our approach and the kinds of changes in behavior and attitudes
that were desired. The importance of cultural factors is
addressed. Chapter two provides the reader with an overview of our
recruitment and retention efforts. Under recruitment, we discuss
initial efforts to involve agencies, groups and consumers, and ways
to recruit and retain participants. Since intervention activities
occur within a group, understanding how groups function is
important. This is discussed in chapter three. A discussion of the
training of group facilitators is covered. Additionally, chapter
three discusses aspects of group process and structure. Chapters
four and five are the most comprehensive chapters and provide
detailed guidelines on how to carry out the social support (Chapter
four) and psychosocial competence (Chapter five) sessions. The
objectives, activities, and resources for the seven sessions are
discussed. Participants' reactions and recommendations are provided
for each session. Background
The intervention was designed to improve outcomes by
increasing social support and psychosocial competence. Prior
research has demonstrated the benefits of social support and
psychosocial competence for African Americans and Latinos. For
example, we have found that consumers who have social support are
more likely to be employed, have better mental health, and fewer
health-related problems. It was expected that increases in social
support and psychosocial competence would lead to improvements in
several areas. Social Support
What is social support? Social support is information that
one is loved, cared for, and part of a network of shared support
and concern (Cobb, 1976). Social support may be provided and
experienced in several forms. Support may be emotional, i.e.,
feeling that one is loved, cared for and a valuable person.
Support may be material, i.e., monetary assistance, baby-sitting,
transportation, and food. In addition, support may be
informational, i.e., a job lead or where to find a particular
resource.
Support may come from informal or formal sources. Formal
support may come from agencies such as social services,
rehabilitation services, and professionals (rehabilitation
counselors, occupational therapists, etc). However, much of our
support comes from informal sources such as family, friends,
neighbors, and church members. The benefits of social support with
African Americans and other ethnic minorities with disabilities
have been shown in earlier research. Belgrave, Walker, and Asbury
(1995) found that higher levels of support were associated with
having a job and more favorable attitudes toward work. Social
support has also been found to be associated with better mental
health, a greater acceptance of oneself as a member of a community
of persons with disabilities, and better adjustment to a disabling
condition (Belgrave & Walker, 1991). Under conditions of stress
such as those that might occur when one is unemployed or with
medical or disability-related concerns, social support can reduce
stress and help the person function better. For African Americans,
Latinos, and others who may have limited assets, social support is
very important. Learning how to identify and access social support
is a useful skill. Becoming a good provider of support is also
important since one is more likely to receive support in exchange
for providing support to others. Strategies for identifying and
accessing social support are discussed in Chapter four.
Psychosocial Competence
Psychosocial competence is the ability to function well at
tasks and to get along with others. A person who is psychosocially
competent assumes responsibility for what happens to him/her,
actively copes with life events, and carries out activities that
enhance his/her well-being. When social conditions are
oppressive, as may be the case with poverty, racism, and limited
employment opportunities, better coping styles can make a
difference in the person's overall adjustment to stressful life
circumstances.
Extensive research has documented the benefits of psychosocial
competence for several groups including African Americans and
Latinos (Tyler, Brome, & Williams, 1991; Zea, Tyler, & Franco,
1991; Zea, Belgrave, Townsend, Jarama, & Banks, 1996). Planning
and goal setting are strategies which enhance psychosocial
competence. Psychosocial competence enhances the person's ability
to better cope with adversity and stress. For African Americans
and Latinos with disabilities, the use of strategies to improve
psychosocial competence are advantageous. Sessions were designed
to enhance psychosocial competence through activities that
encouraged goal-setting, active planning, and taking
responsibility. These sessions are discussed in detail in Chapter
five.
Cultural Considerations: African American and Latino World-Views
In the development of any intervention program, it is
important to understand the culture of the participants and whether
the aims and activities of the program fit the targeted group.
Accordingly, the world-views of African Americans and Latinos were
considered. While there is a great deal of diversity among
African Americans and Latinos, there are also several shared
assumptions which guide how each cultural group thinks and behaves.
The dimensions of an African American World-View have been
identified by several scholars (Akbar, 1979; Myers, 1988; Phillips,
1990; Randolph & Banks, 1993). They are discussed briefly below:
Spirituality - belief in a Supreme Being; emphasis on
spiritual over material or integration of the two in
everyday life;
Communalism - emphasis on group over individual,
interdependence of people, a social-communal orientation;
emphasis on cooperation rather than competition; people
focused rather than task focused;
Expressive communications/Orality - receive and transmit
information orally; rhythmic communication;
Harmony - emphasis on integrating parts of one's life
into a whole; interdependence of persons with the
environment;
Time as a social phenomenon - time viewed as beginning
when everyone arrives rather than as measured by the
clock; time is circular and fluid, not discrete and
unconnected;
Rhythmic movement - observed in gross motor movements;
Stylistic expressiveness - in all manners of expressing
self, person has unique style, flair, spontaneity, and
improvisation; and
Affective-sensitive to emotional cues - synthesizing
words and objects, integration of feelings with beliefs;
integration of the verbal and nonverbal; emotional
expressiveness.
A Latino World-View is characterized in general by a "Mestizo"
world-view. The Mestizo world-view is a product of mixed cultures
(European, Amerindian, and African) and of mixed religious
practices and ideas. Dimensions of a Latino world-view have been
identified by Zea, Quezada, & Belgrave, (1994). These include:
Familialism - emphasis on the family as the main source of
support, including the extended family (i.e., care for
the elderly and all family members);
Communalism - accepting the Indian cultures' view that
the person is an open system; interaction with nature and
with the community; more emphasis on cooperation than on
competition;
Allocentrism - relational emphasis; more emphasis on
other rather than on self; Latino culture places emphasis
on the people and interpersonal relationships rather than
on tasks;
Diversity - openness to diversity, acceptance of
different cultures;
Spirituality - emphasis on the spiritual over the
material; belief in a Supreme Being;
Expressive communication/orality - strong oral tradition
to receive and transmit information;
Time as a social phenomenon -- time viewed as beginning
when everyone arrives rather than as measured by the
clock.
As seen by the above dimensions there are several similarities
between the African American and Latino world-view, yet there are
also differences. One most notable difference is language.
The cultural values of the participants were considered and
used in the development and implementation of activities and the
development of the format of the sessions. The African American
sessions were facilitated by African Americans, and Latino sessions
were facilitated by Latinos. All written and verbal materials were
in Spanish for Latino participants. A group format was considered
relevant for African Americans and Latinos because of cultural
values that stress interpersonal relationships, people
orientations, and interdependence. The overall goal of the
project was to improve outcomes through the use of social support
and psychosocial competence interventions. We wanted to improve:
a) functional outcome, directed at improving functioning in
activities of daily living and in the community; b) vocational
outcomes, directed at increasing employment and employment
potential; and c) mental health outcomes, aimed at enhancing
participant's positive attitudes about their disability and
decreasing feelings of stress and depression. Chapter
Two
Recruitment and Retention
The success of any program depends largely on the ability of
the program to recruit and retain (i.e., maintain the active
participation of persons) persons for which the program is designed
to benefit. Several steps were implemented to recruit participants
and to keep them motivated once recruited. Guidelines for
recruitment and retention are discussed in this chapter.
1. Establish clear objectives.
The program objectives should be clear. Potential
participants and collaborating agencies will want to know
the exact purpose of the program and what it intends to
accomplish. They will also want to know exactly what the structure
and format will be (e.g., time and frequency of meetings
and place).
2. Enlist support of participating and sponsoring organizations.
Recruitment may be done by consumer groups,
rehabilitation professionals, or other organized groups
and persons. Initially, support should be enlisted from
the host organization, consumer group, or agency from which persons
will be recruited. Several meetings may be needed to
explore mutual needs and concerns. While clarity
regarding objectives and activities is essential,
flexibility and the willingness to negotiate with other interested
parties about the objectives, activities, and structure
is equally important. If you are not a member of the
organization or agency, learn as much as you can about the
sponsoring organization before beginning this process.
Enlist the commitment and support of key individuals
from all participating organizations. This is critical!
We targeted customers of Rehabilitation Services
Administration (RSA). Several meetings were held initially with
officials and staff at RSA to discuss our program and to
learn more about RSA.
3. Involve Representative Group Participants.
Future participants will be recruited from the target
population. It is essential that representatives from the
target population be involved in the recruitment and
retention in the beginning of the project. Through the involvement
of consumers, needs, probable obstacles, and other
concerns can be identified which will contribute to the
success of the program. For example, early on in our
project, participants informed us of the importance of holding
sessions within the communities where they reside and the
best time to hold these sessions.
4. Provide participants information about the program.
Once key staff persons within an agency and organization
are involved and committed to the program, distribute
information about the program to potential participants.
We designed a flyer that briefly described the purpose of the
program, activities, and the meeting place. Flyers were
posted in RSA and given to rehabilitation personnel to
distribute to potential participants. If a person was
interested in learning more about the program, he/she completed a
referral form and gave it to his/her rehabilitation
specialist. This person became our agency contact for the
prospective participant. The name, phone number, and the
best times to call were provided on the referral form. Each
person was contacted within a few days of referral.
5. Follow-up initial referrals immediately.
Do not wait too long to contact potential participants
after receiving an initial referral because you do not
want to lose their interest in the program. Be aware
that some of the persons will not have telephones, and it may be
necessary for them to be contacted through a relative or
friend.
6. Provide additional program information through direct contact.
The initial phone call can provide potential participants
with additional information and the opportunity to ask
questions. Specific information about the time and place
of the sessions should be provided. Typically, participants will
want to know what they can expect to get out of the
program, i.e., will it help them to find a job, a place
to live, etc.
7. Send confirmation letters a week before sessions begin.
Mail prospective participants a confirmation letter a week
before the sessions start. This letter will confirm the
specifics outlined in the phone call (i.e., meeting time,
address, purpose of the program, contact names, and telephone
numbers). Ask the person to notify the program staff if
he/she cannot attend the first session.
8. Address participants expectations at the first session.
Clarifying what the program is and is not helps eliminates
potential problems and disappointments. If participants
have a different expectation of the program a decision
will have to be made regarding whether or not to encourage him/her
to stay in the program. For example, if the participant
expects that the program will find him/her a job, his/her
unmet expectations may result in disappointment which may
interfere with the activities of other group members. Once
participants have been recruited into the group, make efforts to
maintain initial levels of enthusiasm to keep retention
high.
9. Use strategies to motivate persons and sustain high retention.
Several strategies can be used to maintain high levels of
group participation. For example, in one of our groups,
buddies called each other during the week. Weekly
reminder phone calls from project staff or other participants may
help. Incentives also encourage regular attendance. In
our groups, participants were given certificates if they
attended all or most of the sessions. Some participants
used the certificates in their job search efforts to show potential
employers that they had participated in a program
designed to enhance their skills.
Provide transportation and child-care if needed.
If funding is available, monetary incentives are
helpful. Most of our participants were unemployed and
had limited financial resources.
Once members have attended a few sessions, the
sessions become the motivator. Chapter Three
Group Process
Learning in groups may be more powerful than individual
learning. Other members' experiences, feedback, support, and
encouragement can be beneficial. This is particularly true for
people from relationship-oriented cultures such as African
Americans and Latinos. In this chapter, we discuss aspects of
group process and structure and provide tips on how to facilitate
this process.
Develop Rapport among Group Members
In order for groups to run smoothly, it is important to
develop rapport and trust among members. People are more likely to
listen to feedback provided by those they trust. It is easier to
trust persons who are familiar and similar. To facilitate the
process of sharing information, the initial session might begin
with icebreaker activities. Active listening is important for
establishing adequate rapport. It is essential that group members
feel that facilitators (the group leaders) and other group members
listen to them. Those unfamiliar with the concept of active
listening can benefit from the group facilitators modeling how to
actively listen. Active listening can be a support and life
enhancing skill (e.g., useful for job interviews, in the work
place, etc). This technique is beneficial in that it increases the
ability to hear feedback and understand others perspectives.
It is important to note that not everyone is accustomed to
having counter points raised to something they have said. This may
be experienced as negative criticism. Feedback in the form of a
dissenting opinion can be experienced as criticism if the group is
not perceived as a safe and trusting place. However, when trust is
developed, a counter point will be perceived as an opportunity to
see another person's perspective or engage in a lively discussion.
The role of the group facilitator is to create the best possible
climate and foster rapport by recognizing and encouraging
participants' contributions (e.g., using their experiences as
examples).
The following diagram illustrates how rapport promoted by
exercises such as ice-breakers and active listening increases
trust among group members. Figure 1
Building trust in group
Ice-breakers
Trust
Willingness to
Active listening Rapport Receive Feedback
Learning
Initial distrust among group members may be expected. Focusing
is normal, thus emphasis should be placed on similarities rather
than differences among members to increase trust. For example, in
our first sessions members did not want to share their telephone
numbers with each other. Sufficient trust had not yet been
established for that level of disclosure. Because focus was
placed on similarities rather than differences among group members
they gradually began to share their phone numbers, life histories,
and by the end of the program, hugs!
Facilitators: Roles and Communication Patterns
The program will benefit from facilitators who can relate well
to all participants. The facilitator has a dual role: 1) to carry
out the activities of the project and 2) develop supportive
relationships among the group members. The majority of time the
facilitator's role requires the wearing of many hats (e.g.,
teacher, trainer, counselor, coordinator, friend, etc). Above all,
understanding what is involved when providing guidance and
encouraging personal development is essential. It is important that
the facilitator understand the feelings of participants and is
committed to contributing to the personal development of others.
Our groups were facilitated by two individuals, a professional
facilitator (i.e., a person with graduate training in psychology)
and a peer facilitator ( a consumer of RSA). Both were trained in
how to carry out the group process and activities by the
investigators and had demonstrated a commitment to the project.
African American groups were facilitated by an African American
facilitator and co-facilitator and the Latino groups were
facilitated by a Latino facilitator and a co-facilitator.
Facilitators may be faced with the challenge of when to be
direct or lenient. In some instances, participants may function
better when there is structure and clear directions provided.
Other times participants may function better with less structure
and more autonomy. Thus, carefully balancing the changing role of
the facilitator to meet the changing experiences of the group is
necessary. Sometimes being supportive means providing feedback
that others will not. The facilitator should speak the language of
the group members, being neither too technical and formal, nor
overly simplistic, informal, or patronizing. One way to convey
your role to the group is to explain your responsibilities. This
can be accomplished by: Structuring activities;
Facilitating discussions and interactions among group
members; Assisting in obtaining resources for the
group; and Clarifying and interpreting information when
necessary. Cultural Influence in Communication Patterns
The facilitator must be aware of the culture of the group.
For instance, in the Latino culture, the concept of machismo places
men in a dominant position. A Latino woman may not be used to
assuming an assertive role, or the men in the group may experience
difficulty accepting her authority and legitimacy as the
facilitator. One way they might seek to undermine her authority is
by asking her on a date, being flirtatious etc. It is important
that these situations be handled carefully.
Be aware of participants verbal and non-verbal cues as a
reaction to the group's process. Often non-verbal language is used
to signal the level of comfort or discomfort the participant is
experiencing. Consider the non-verbal behavior within the
individual's cultural context. For example, if you are aware that
eye contact for one cultural group is a signal of disrespect, and
for another a signal of honesty, depending on which cultural group
you are interacting with it may be difficult to maintain eye
contact. Facilitating Discussion and Posing Questions:
Most of the activities and exercises should be centered around
group discussions. The use of open-ended questions encourage
participation and learning among participants. Asking each member
for a response or the use of humor helps to facilitate the
discussion. The facilitator can promote group understanding
and learning by providing summary statements and emphasizing
important points throughout the discussion. It is also important
to keep participants focused on the topic. When the topic has been
thoroughly reviewed, encourage members to remember the important
points and move on to the next item. Group Personality
Groups develop a "personality" of their own. Some have a
quick pace, others are more interactive, some always start on time,
others may never start on time, etc. Likewise, some group members
are outgoing, others shy. No two groups (or members) are alike.
Facilitators may have to adjust to the groups and members' special
characteristics. Learning to accept and work with these
differences is important. Discerning when a group member (or the
entire group) can be challenged in order to grow without causing a
rift in the group is essential. In conclusion, the group
can be a very important source of social support for persons with
disabilities and a safe place for self-empowerment. The group
process, as any learning/growth process, involves easy, joy-filled
moments as well as difficult and challenging ones. Overcoming hard
moments and moving through several stages is what creates a bond
among members and empowers them. We hope you enjoy running your
groups as much as we enjoyed running ours!
Chapter Four
Implementing Social Support Intervention
The beneficial aspects of social support for African Americans
and Latinos with disabilities were discussed earlier. Social
Support is expected to aid in improving mental health, vocational,
and functioning outcomes. Several types and aspects of social
support will be discussed in this chapter.
This chapter provides step by step guidelines for the
implementation of a social support intervention. Seven sessions
will be covered. Each session will include: a. a statement
which summarizes the goal of the session; b. a list of the
objectives;
c. activities to reach each objective; and
d. recommendations. SOCIAL SUPPORT
SESSION I: PURPOSE OF THE PROGRAM
(What is this program all about?)
GOAL: To explain the purpose of the program, objectives, and
methods. OBJECTIVES:
I. Introduce the social support program and what will be
covered. Activity 1. Introduce the program.
II. Clarify participants' expectations.
Activity 2. Explain program structure.
III. Encourage interaction among members.
Activity 3. Establish rapport.
OBJECTIVE I: Introduce the social support program and what will
be covered. Activity 1: Facilitator's Presentation.
Introduce and explain the program: Introduce facilitator, co-
facilitator, staff, and group members. Explain the purpose of the
session by identifying the goals and objectives of the program.
a. Each person in the room introduces him/herself.
b. Define the goals of the program: (Our goals were to
enhance members ability to recognize and access social
support resources in order to enhance employability).
c. Explain that the goals will be reached by program
objectives: Our objectives were to:
Identify who and what organizations comprise our
social support network.
Learn how people provide support to each other.
Learn how to use our social support network to help
accomplish our goals.
d. Explain logistics of the program including schedules,
meeting place, stipends, transportation tokens (if
provided). If certificates are to be awarded for
participation, explain requirements at this time.
OBJECTIVE II: Clarify participants' expectations.
Activity 2: Group Discussion: Explain the program structure.
Discuss what the program is and is not. Review what can be
expected from the facilitator(s) and group members. The following
was explained to participants of our groups. a. The Program
will meet for two hours weekly for seven weeks and provide
organized group activities and exercises initiated by group
facilitators and co-facilitator.
b. As Facilitator/Co-Facilitator we will:
structure activities;
facilitate discussion and interaction among group
members;
assist in obtaining any needed resources for the
group; and
clarify and interpret information when necessary
c. Group members are expected to:
attend all group meetings on time;
participate in discussions and group activities;
share information with other group members;
remain motivated and flexible to change;
complete homework assignments; and
inform the facilitator(s) if unable to attend a
session.
OBJECTIVE III: Encourage interaction among members.
Activity 3: Group Exercise: Establish rapport.
This exercise provides members an opportunity to get to know
one another and become comfortable within the group.
a. We initiated an ice-breaker exercise called "the chain."
Inform members this exercise familiarizes them with
each other.
Each member gives his or her name and then mentions
two reasons for participating in the program.
Members are asked to state the name of the previous
individual in the chain and mention that person's reasons for
being in the program.
Recommendations for Session I:
It is important to clarify the purpose of the group and to
address participants' expectations. This helps participants have a
better understanding of what they will get from the group.
Facilitators should participate in the ice-breaker
exercise.
Emphasize that it is important for each member to
actively participate in all activities.
Emphasize that attendance is essential.
Make sure all questions have been adequately addressed
before ending the session. SOCIAL
SUPPORT
SESSION II: IDENTIFY YOUR SOCIAL SUPPORT NETWORK
(Who is there to help me ?)
GOAL: To understand sources of support.
OBJECTIVES:
I. Establish group norms.
Activity 1. Warm-up.
Activity 2. Developing Group Norms.
II. Identify sources of social support.
Activity 3. Word Association.
Activity 4. Drawing a Network Circle.
III. Assign buddies.
Activity 5. Buddy matching.
OBJECTIVE I: Establish group norms.
Activity 1: Group Exercise/Discussion: Warm-Up.
This first exercise is designed to allow group members to find
out more about each other and to illustrate aspects of social
support.
Ask members to comment on an activity or person that
positively helped them. Activity 2: Group Discussion: Developing
Group Norms.
This activity provides an example of how norms work to help
the group. By determining what will govern group interaction, the
group and each member make a personal commitment to the group.
Group norms will also increase cohesion (i.e., closeness) among
members.
a. Define what a norm is and the importance of having norms.
Example: "Norms are rules that indicate acceptable
ways of behaving in the group."
b. Encourage members to discuss what norms they would like
for their group.
c. Enlist suggestions and post stated norms.
In one of our groups, norms were:
Being respectful.
No cursing.
No sharing of confidential information outside
of the group.
Working together as a group.
OBJECTIVE II: Identify Sources of Social Support.
Activity 3: Group Exercise/Discussion: Word Association.
The concept of social support becomes meaningful when members
consider their own social support network. Members can examine
their own social network by focusing on who provides social support
and how it is used.
a. Using brainstorming, define what the word NETWORK
suggests.
Separate the word NET and WORK. Ask members to
brainstorm about what comes to mind when they hear
those two words.
By considering all that NET and WORK mean, one
considers several aspects of support.
b. Encourage active discussion about the significance of a
social network. Brainstorm about how the word "social"
is associated with "network."
Discuss how one's "social" network provides support
from friends, family, organizations, and community
agencies.
Activity 4: Drawing the "Network Circle":
The "network circle" provides a visual representation of each
member's social support network. It illustrates the closeness of
each social support relationship (Appendix A). a. Ask
members to draw a circle representing their network of people whom
they rely upon and who rely upon them. Members draw
themselves in the center of this circle and members of
their network around them.
The network includes all of the people that help
members to get through challenges and difficult
situations and/or share in celebrations and
successes.
Placing support sources at varying distances from
the center graphically illustrates the strength of
that support.
b. Ask each member to discuss who and what are in his/her
support network circle.
Ask members to share an example of a specific
support provider (i.e., mother, brother, church,
community service program) in their network circle.
OBJECTIVE III: Develop a buddy system.
Activity 5: Pair Exercise: Buddy matching.
A buddy system provides an opportunity to expand one's network
immediately by identifying, another person in the group one can
provide support to and receive support from. a. Prepare
labels with one name of a relevant pair printed on each label.
Each member is given a label with a name that is part of
a matched pair. In our group, paired names included: Jack
& Jill, Peanut Butter & Jelly, Tick & Tock, Hansel &
Gretel, Salt & Pepper, Merry & Christmas. Jack will be paired with
Jill. If Peanut butter is written on the name tag, the
member should search for someone wearing a tag with Jelly
written on it. Tick should look for Tock and Hansel for
Gretel, and Salt should look for Pepper; Merry goes with Christmas
and Happy will be a buddy to Thanksgiving; Pencil and
Paper will be buddies and so on.
b. Post the pre-determined pairs.
c. Instruct members to sit next to their buddy and talk to
him/her for 5 minutes. Information shared may include:
Two things their buddy likes.
Their buddy's "dream" job.
What he/she does to relax.
How each person feels about the social support in
his/her life.
d. Each member introduces his/her buddy and shares what
he/she learned.
e. Encourage members to exchange phone numbers and contact
their buddy this week.
Recommendations for Session II:
Use the Warm-Up exercise at the beginning of the second
session to encourage rapport among participants.
Participate! Your role as a model is very helpful.
Create an atmosphere for everyone to share their ideas
before encouraging the group to limit their norms.
Ensure that members understand they are expected to
abide by the norms they select.
Let members know that norms may be changed if necessary.
Emphasize that everyone and everything that provides
support can be included in the network (i.e., plants,
pets, etc.)
Help members if they have trouble getting started.
Explore as many providers of support as time permits.
The facilitator should not insist that buddies exchange
telephone numbers if there is resistance on
somebody's part. SOCIAL SUPPORT
SESSION III: TYPES OF SOCIAL SUPPORT
(How do I distinguish different types of support?)
GOAL: To Distinguish among different types of social support
provider(s). OBJECTIVES:
I. Introduce three types of support.
Activity 1. Warm-Up.
Activity 2. Types of Support.
II. Identify appropriate providers of support.
Activity 3. Identify social support and providers.
Activity 4. Matching support type(s) to support
provider(s). Activity 5. Group Exercise: Problem
Solving.
III. Identify Employment Skills and Occupational Interests.
Activity 6. Individual
Exercise: Identifying skills. OBJECTIVE I: Introduce three types of support.
Activity 1:
Group Discussion: Warm-up.
Most sessions began with a warm-up exercise designed to elicit
support and allow participants an opportunity to show concern for
one another. Members are asked to share the kind of support they
experienced over the week. This activity encourages positive
interaction among members and prepares the group for discussion.
Ask each member to share an example of when they needed or sought
support from their network circle. Discuss each example in terms
of:
Who they called upon (i.e., brother, aunt, mother,
husband) for support. What specific type of help was
needed (i.e., babysitting, a ride, money). What specific
type of help was provided (i.e., a referral to a baby-sitter, a
ride, bought groceries, paid telephone bill).
Activity 2: Group Discussion: Types of Support:
Introduce three types of support: Emotional,
Informational and Material Members will examine the different
types of support. The following definitions may be used.
Emotional support may include being listened to,
receiving encouragement, or praise, engaging in an
activity which makes one feel connected to someone.
Informational support may include giving and receiving
specific advice and information.
Material support may include a tangible item or service
necessary such as money, transportation, or babysitting.
a. Ask members to define and explain what each type of
support means to them. Incorporate information shared
during warm-up exercise in this discussion.
Post the definitions and explanations given by members.
b. Discuss where and how types of support may overlap (i.e,
informational and material).
OBJECTIVE II: Identify appropriate providers of support.
Activity 3: Group/Pair Discussion: Identify and link social
support types and providers. Members learn how to determine
and link the appropriate form of social support to a particular
need by thinking about the types of support available from each
source. Discuss how to determine an appropriate type and provider
of support for a particular situation. You may use the following
situations to begin the discussion. Situation What type of
support is important? Provider/Source
You have a job emotional: receive encouragement sister,
career, interview and information:receive interview tips
center, bus, or you are nervous material: get a ride
neighbor about it.
Other suggested situations are:
1. You don't know 2. Each time I start 3. It doesn't matter
where to go to a new assignment how much I
prepare get the skills or project, I never
I never know exactly you need for the seem able to
finish it. what to say about my the job you want.
disability.
4. I sent the employer 5. Ask members
to provide a thank you letter their
own situations a month ago and
based on their personal haven't heard
experience.
anything. I feel depressed.
Activity 4: Individual Diagrams: Matching support type(s) to
support provider(s) in my network circle.
This activity helps members to learn how to appropriately
match support type to the provider(s). Members learn the value of
their network when it is appropriately accessed. Members
understand the importance of using the appropriate type of support
and provider to reach their specific goals.
a. Ask members to refer to their support circles and
identify the type of support, (i.e., material,
informational, emotional, that each support source usually
provides). Provide paper and have each person:
Make 3 columns and at the top of each column write:
emotional, informational or material;
Think of an example of a type of support received
under each column.
Next to each type of support write the provider of
the support (e.g. clinic, friend, etc.)
b. Ask:
Whether or not member's networks provide
appropriate types of support?
What can we learn when we understand how support
works in our lives?
Activity 5: Group Exercise: Problem Solving.
Participants apply what they have learned about social support
to reaching a personal goal.
a. Peer Support: Helping each other.
Each buddy pair identifies one goal (i.e.,
employment, reducing stress, etc). Buddies work
together to identify what type(s) of support are
needed, and the most appropriate person to provide a particular
type of support from their support network. Buddy
pairs report to the group. b. Have members list personal
needs and goals, the support needed to achieve that goal,
and the most appropriate person in their network who can provide
the support.
Participants list the members of their network that
can help them reach goal(s).
OBJECTIVE III: Identify Employment Skills and Occupational
Interests. Activity 6: Individual Exercise: Identifying
Skills.
Members learn about their current skills and employment
interests. These are linked to potential jobs and positions.
a. Each member identifies an area in which they are
interested in seeking employment. Encourage members to
think about a "dream" job.
Each member should list every possible area they
would be interested in working. For Example:
Medicine, Business, Fashion, Construction, Retail,
Legal Services, Food Services, Public Relations.
b. Under areas of employment, each member should decide upon
a particular job that they would like to pursue in that
industry or employment area. Members are encouraged to
include at least three areas and three positions.
For Example:
*Medicine: Medical assistant, nurse, records clerk,
receptionist, physician, personnel representative,
nutritionist.
*Business: Secretary, executive assistant, receptionist,
word processor, data entry clerk, mail clerk, customer
services representative.
*Fashion: Seamstress, sales clerk, designer, showroom
model, tailor, receptionist.
*Legal Services: Lawyer, para-legal, courtroom
transcriber, translator, judge.
c. Members make a list of the skills they possess.
Define SKILL: "A skill is the ability to perform
a task effectively." Ask members to determine what
tasks they perform well and experiences they have
performing the task.
Each member lists the skills they currently have -
whether as a volunteer or as a paid employee next to
the areas/industries in which they wish to work and
along with possible positions (i.e., telephone skills,
bookkeeping, public speaking, writing).
d. Ask members to draw two overlapping circles and match
their work skills with the skills needed for their job
interest or dream job.
For Example:
Skills Job Work Interest
Typing Legal Secretary/Clerk Law
Telephone
In this example the identified skills are typing and telephone
and the industry/area interest is law. The area in which
skill and interest overlap may produce a possible job
opportunity.
e. Link this exercise to the social support network circle
exercise by asking members to consider what support is
available to assist them in securing employment.
f. Identify what social support resources are available to
members (i.e., job training centers, community bulletin
boards, church employment bulletins, etc.).
g. In a group discussion, discuss how one's needs (i.e.,
employment) can be met using social support.
Encourage group members to share both positive and
negative outcomes of seeking or expecting support.
Encourage members to focus on the importance of
selecting the appropriate source/provider and type
of support to meet their needs.
Emphasize how an incompatible match between the
source and type of support can lead to unwelcome
outcomes (i.e., sharing personal information with
the social worker and benefit coordination problems
with a sister). Provide examples of what can happen when the fit
between the source of support and the type of support
is not good.
Recommendations for Session III:
Use overlapping circles as homework assignments if you
run out of time.
Practice "networking" by having each member share their
job interest and any other helpful information on jobs
which will be a form of informational support
for the group. SOCIAL SUPPORT
SESSION IV: LEARNING TO BE SUPPORTIVE
(How do I give support?)
GOAL: To learn how to be supportive of others.
OBJECTIVES:
I. Learn to be supportive.
Activity 1. Warm-Up/Review.
Activity 2. Giving and Receiving support.
II. Learn how to provide emotional support.
Activity 3. Role Play: Active listening.
III. Learn how to provide informational support.
Activity 4. Role Play: Providing Feedback.
IV. Learn how to provide material support.
Activity 5. Enhance support given and received.
Activity 6. Rehearsing Together: The Job Interview. OBJECTIVE I:
Learn to be supportive.
Activity 1: Group Exercise: Warm-up/Review.
Ask each member to share how his/her network was helpful
during the week. Their comments should focus on who and what
kind of support was provided to aid in reaching a specific
goal (i.e., getting cough suppressant for a cold, food on the
table, resume reviewed, etc.).
Activity 2: Group Discussion: Giving and Receiving support.
Ask each member to share their experience of being supportive to
members within their network. Discuss the feelings associated
when support is given and received. Suggested questions:
a) Why do I give support?
b) How do I feel when I give support?
c) What type of support do I prefer to give?
d) What does it feel like when I do not know what type
of support to provide?
Encourage members to explore the relationship between
the type of support they would give and the type of
support they would like to receive by asking the
following questions:
a) What is it like not knowing how to receive support?
b) How can I let members of my support network know
when I need support?
c) Do I provide one type of support more than another?
OBJECTIVE II: Learn how to provide emotional support.
Activity 3: Pair Exercise: Role Play: Active listening.
This activity demonstrates how a supportive action such as active
listening can provide emotional support.
a. Ask members to define active listening.
Post definitions.
Discuss what kind of support active listening can
offer.
Discuss ways in which one can tell if someone is
actively listening to them.
Consider apparent physical changes:
body movements (body posture and positioning)
facial gestures (eye contact, smiles)
acknowledging comments (voice intonation and
quality)
b. Role play a situation where members can observe active
listening (i.e., job interview, giving someone
disappointing news, or encouraging someone).
Have each member observe and take notes of what is
going on during the role play.
Facilitate a discussion about what was observed.
Are there cultural differences in the way people
actively listen?
Outline what cues the listener gives that he/she is
being supportive.
For example: The listener:
Acknowledges that he/she is available to listen.
Acknowledges understanding what is being said by
paraphrasing and restating essential points.
Confirms that the person is finished talking by
inquiring if they have more to say.
c. Buddy pairs rehearse active listening. Members discuss
their feelings.
OBJECTIVE III: Learn how to provide informational support.
Activity 4: Pair Exercise: Providing Feedback.
This activity demonstrates how providing information is a way
of supporting someone. a. Enlist and post definitions of
what it means to provide information.
b. Discuss when it is appropriate to provide information for
someone from members. How do you know what to say?
c. Each buddy pair role plays providing information to
another for the group. The following is an example of a role
play situation:
A member presents a difficult problem: "I was not
prepared for one of the questions the interviewer asked
me. I thought he was getting too personal when he asked
me how my children were cared for after regular work hours."
Second member provides informational assistance: "I can
imagine. It sounds like the question was not related to
the job description. You seemed to feel uncomfortable. I
don't think one could be prepared for that type of question.
I've decided to answer all personal questions by shifting my
response to something job related. Try saying I am
committed to maintaining my responsibility to the company
for which I am employed."
d. While practicing providing information support, members
determine how appropriate the information provided
supports the individual.
Consider:
Was the body language supportive?
Was the information accurate for the problem?
Did the member feel supported through the
feedback of comments and information?
OBJECTIVE IV: Learn how to provide material/instrumental support.
Activity 5: Group Exercise/Discussion: Enhance support given
and received. Discuss how social support can be used to
enhance employment seeking. a. Discuss how group members
can provide material support related to employment to one
another.
Members are asked to consider who they provide
material support to (e.g., a ride, a meal, or
assisting in completing an application).
b. Ask members to make a list of their own resources for
finding employment.
Ask each member to bring in a newspaper, job
bulletin, flyers, application and any other helpful
item that they can exchange with other members.
Activity 6: Group discussion and role play: Rehearsing
together: The job interview. a. Encourage members to share
job hunting information as a way to practice giving and
receiving informational support. One topic may be appropriate
dress. Discuss what is appropriate attire for an
interview keeping in mind that choices may depend on
specific job. Provide dress topics on a flip chart to review.
These may include:
colors: red versus blue, bright versus dark,
patterns versus plain
style: funky versus avant garde, casual versus
formal
accessories: Jewelry, make-up, cologne/perfume.
A group discussion of appropriate attire might focus on the type
of job, (i.e., uniform requirement, location, shift, perceived
expectations of employer, members culture).
b. Define the term body language. Ask members the following
questions to provide their understanding of "body
language."
When do you get an impression about a person?
Does your impression start when the person talks or
before?
How do you read body language i.e., slouching in a
seat before a meeting?
Discuss what specific body language might signify.
Ask for a buddy pair to volunteer to demonstrate
various poses and expressions or habits that could
cue the interviewer about aspects of the candidate's
personality.
Emphasize the visual impact of inappropriate habits
and different body language signals through role
play. For example: smoking, chewing gum, sucking on
candy, may signify the candidate is nervous, doesn't
care about their health, etc.
c. Discuss the initial exchange before the interview: The
few minutes before the interview are extremely important.
Often the candidate is instructed to wait in the lobby.
Behavior during this period can be important to the outcome of the
interview.
Ask members to consider what they think from the
minute they wake up and know there is an interview
that day until the receptionist says," the manager
will see you."
Review the steps that the interviewee will go
through the day of the interview. Provide examples
of steps on a flip chart.
Shower, shave and eat breakfast.
Get dressed in the clothes laid out the night
before.
Walk to the bus stop
d. Use the list of DO's and DON'Ts to guide the discussion.
(See Appendix B for Do's and Don'ts).
Recommendations for Session IV:
Emphasize to members that the type of support that
should be provided is determined by the situation.
Discourage members from becoming very philosophical
about the reasons they give or get support. Try to keep
the discussion focused on real examples and feelings.
SOCIAL SUPPORT
SESSION V: EMPOWERMENT VERSUS DEPENDENCE
(I can versus I don't think I can.)
GOAL: To become empowered through social support.
OBJECTIVES:
I. Understand how empowerment occurs when there is social
support. Activity 1. Changes in social support
network. Activity 2. Empowerment through social
support. Activity 3. Empowering Ourselves.
Activity 4. Disempowering Ourselves.
II. Develop help seeking skills.
Activity 5. Obtaining empowering help.
Activity 6. Number Line Diagram.
III. Apply social support to reach a goal.
Activity 7. Daily Journal.
OBJECTIVE I: Understand empowerment through social support.
Activity 1: Individual Exercise: Changes in social support
network. Depending on situations, our relationships with
support providers may change. Encourage discussion about the
expectations we have of people about their roles in our social
support network. Review your network.
Have members look at their network circle to determine
if people and organizations have moved to different
points in their network.
Example: A brother and you have spent a lot of time
together lately and he has provided you with emotional
support. He has moved in a ring, closer to you in your
network diagram. A friend, on the other hand may have moved a
little further away this week.
Are the roles permanent or temporary?
Discuss how it feels when there is change in expected
support. Activity 2: Group Discussion: Empowerment through
social support. This activity analyzes how social support can
empower or disempower by making one vulnerable.
Write on flip chart EM-POWER-MENT.
Solicit group members definitions of empowerment. Ask
members to notice the word P-O-W-E-R and consider what
other words come to mind.
Activity 3: Team Discussion: Empowering Ourselves.
Divide the group into Teams A & B:
a. Have each team list 5 ways of self-empowerment through
the utilization of one's network - either by giving or
receiving support. Post each team's list. Pose the
questions, "Can we empower ourselves through the use of social
support? How?
b. Have team A & B present their lists to the group. Ask
both teams to discuss how they used their network to
further their goals. Guide the discussion to include the
types of support sought and provided (i.e., emotional, material,
informational).
Activity 4: Team Discussion: Disempowering Ourselves.
Examine how disempowerment can occur through social support.
a. Have each team member from A and B list 5 ways one can be
disempowered through the use of his/her network be either
giving or receiving support. Emphasize possible negative
outcomes/feelings from receiving social support. Ask the
question:
"Can we disempower ourselves through the use of social
support?" "How?"
Example: One can experience disempowerment by becoming
overly dependent on others for providing assistance, i.e.
transportation, money, and advice. Taking the support in
one's network for granted fosters a dependence and
reduces the self-reliance accessing appropriate support can create.
b. Have team A and B present their lists to the group.
Discuss the following:
"Using social support can be beneficial but
sometimes we are afraid of seeking help."
What is not good about having a social support
network?
c. Compare the Empowerment and Disempowerment lists.
OBJECTIVE II: To develop help seeking skills.
Activity 5: Group Discussion: Obtaining empowering help.
Members discover that new skills can be developed through accessing
and providing social support. These may include help seeking
skills, coping skills, planning skills, and networking skills.
Members will discover that when they have a new challenge or
experience, their support providers can empower them to obtain
their goals. Ask/discuss how one empowers oneself by learning new
experiences and new skills using his/her social support network.
Example:
If you ask someone to teach you how to fill out an
application, you empower yourself for applying for
a job.
If you ask a friend to come with you to take a
computer course, you motivate and therefore empower
each other.
Activity 6: Group Exercise/Discussion: Number Line Diagram.
Striking a balance between under-utilizing and over-utilizing
one's network is important. Both extremes are disempowering.
a. Discuss how using and not using one's network is
empowering. Ask one member at a time to demonstrate what
overusing their network would feel like to him/her.
b. The Number Line Diagram offers a visual representation of
how either extreme can result in being disempowered.
1) Draw a large number line with numbers from 1 to 15.
2) One represents minimal use of the network and 15
overuse.
3) Ask members to identify where they are on the number
line in terms of use and misuse of their social
support network.
|--|--|--|--|--|--|--|--|--|--
|--|--|--|--|--| 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15
c. Make the point that efforts to gain social support can be
interpreted as under-utilizing or over-utilizing our network. Both
can have negative consequences. For example: over-
utilizing emotional support from family members may lead to
their avoidance or unwillingness to provide essential assistance
when it is really needed. However, under-utilizing
social support may lead to missed opportunities and
available resources.
d. For each of the situations on the next page, there are
options that require varying degrees of support from the
network circle. Ask members to provide alternative
solutions to each situation. Have them determine where they would
place themselves on the number line.
Situation 1
_ I want to attend the group meeting, but I cannot find
anybody to take care of my child.
Alternative A
. I call a friend and ask her to babysit
and in exchange I'll babysit for her
tomorrow.
Alternative B
. I bring my daughter with me and
have her draw while I participate in
the group.
Suggested situations can include:
_ I cannot protect my rights at work because I lack adequate
communication skills.
_ I cannot go on a job interview because I lack transportation
and do not know how to get there.
_ I would like to engage in a recreational activity or hobby but
because of my physical limitation I feel I cannot.
_ When applying for a job, I do not know how to let my potential
employer know about my disability so that it does not backfire
on my chances of getting the job.
_ Members provide their own situation relevant to the
discussion.
OBJECTIVE III: Learn how to apply social support to reach a goal.
Activity 7: Individual Exercise: Daily Journal.
A daily journal or planner is a tool that can help keep track
of how much progress is made relative to the accomplishment of
goals.
a. Discuss how a calendar, organizer/planner can be used to
record information such as: people talked to, friends and
organizations consulted, and how this can help one reach
one's goals.
Introduce an EMPLOYMENT DAILY JOURNAL OR PLANNER as
an example of a more focused approach.
Discuss pros and cons of this approach. PROS and
CONS should address the feelings that accompany
keeping a record of one's social support system.
PROS
_ Provides accurate information of my contact
with my network;
_ Lets me know when I need to contact someone
again;
_ I can determine when I need to take a break;
_ I can feel good about myself because I am using
my social support and I am trying; and
_ I can see who I haven't contacted in my
network.
CONS
_ It won't work because I won't write in it each
time I use my network;
_ I will feel bad when I see no one has returned
my call;
_ It will depress me when there is no activity;
and
_ I will lose my log.
Post a typical daily sheet for the weekday.
For Example:
Employment Log
Date
Time
Activity
Contact Persons
Name
July 16
9:00 a.m.
pray for job
prayer partner
July 16
9:40 a.m.
go to library
Librarian
July 16
1:00 p.m.
call job lead
D.C. Personnel
July 17
8:30 a.m.
check newspaper job
Ms. Sheraton
July 17
9:00 a.m.
copy resume/fill out
applications
Mr. Sheraton
July 17
10:00 a.m.
write cover letter
July 17
12:00 a.m.
lunch-discuss job lead
Cousin- and
co-worker
July 18
8:00 a.m.
read and rested
Discuss what information this log provides about the
social support network and its influence on employment
goals.
Recommendations for Session V:
Encourage same time, same place, and every day writing
in one's journal or employment log, even if no activity
took place. This will foster discipline and help
participants focus on reaching their goals.
Instruct participants to list accomplishments of
preceding day. This serves to reinforce the
progress being made. SOCIAL SUPPORT
SESSION VI: CULTURAL ASPECTS
(What values do I have?)
GOALS: To Explore how giving and receiving social support
relates to our cultural values.
OBJECTIVES:
I. Discuss social support as a cultural value.
Activity 1. Social support values in this society.
II. Understand how one's culture impacts social support.
Activity 2. Different values of social support.
Activity 3. Integrating congruent social support values.
Activity 4. Enhancing cultural values through social
support.
OBJECTIVE I: Discuss social support as a cultural value.
This session is designed to identify how different cultural groups
may have different values about giving and receiving social
support.
Activity 1: Group Discussion: Social Support values in this
society. As members share their beliefs and feelings about
values of social support in the majority culture, they develop an
understanding of how their understanding of social support is
impacted by society's values. Ask/discuss the following questions:
Is social support valued in this society?
What kind of support is valued in this society? (Use
specific examples to illustrate each answer).
Is one type of support valued more than another?
(Provide examples).
Example:
Is the informational support provided by Social Workers
valued more than your friend's support? Why? Be
specific.
Do community organizations provide a better source of
material support than your church or mosque?
OBJECTIVE II: To understand how one's culture impacts
understanding social support.
Activity 2: Group Discussion: Different values of social
support. Group members will discuss whether or not social
support is a value that is viewed differently in their ethnic
group. Encourage members to explore positive and negative aspects
of cultural values of social support. Split the questions between
Team A & B. Each team will discuss the following
questions/statements and present their responses to the group.
What are our values of support as an ethnic minority group?
What are the positive aspects of our particular cultural
values?
Is the way we access our social support different from
how members of the majority culture access their network?
How?
How does our culture/background impact how we give and
receive social support? Is it helpful?
Example: Support may be viewed as providing verbal feedback
such as "uhm-uhm" while someone is speaking or as making
physical contact (e.g., slapping five) when a point is salient
to a personal situation. These may be viewed as unique manners of
offering emotional support and considered specific to a
culture.
Activity 3: Group Discussion: Integrating culturally compatible
social support values. a. Ask members to consider whether or
not they integrate the majority and minority cultural
values in their lives.
b. Discuss the strengths and weaknesses of this type of
integration experience.
c. Discuss whether or not the support we provide and accept
varies depending on the culture of the provider or
beneficiary.
Are some forms of verbal expression used to signify
recognition of cultural support? Do these terms
vary for minority or majority cultures? How?
Activity 4: Team and Group Discussion: Enhancing cultural
values through social support.
By sharing our thoughts and beliefs in this group, we
contribute and reaffirm our values in our community and the society
at large. We express the behavior we expect from our social support
network.
Define and discuss how we enhance our unique cultural values
are enhanced. What is cultural affirmation? Re-
affirmation?
Cultural Affirmation: Confirming through testimony and
behaviors the origin and qualities of your heritage.
What does this kind of affirmation provide?
Example: Members may consider the following aspects of
cultural affirmation:
Family Reunions
The Church
Dances
Cinco de Mayo
Kwanza
Recommendations for Session VI:
Do not attempt to reach a consensus from members.
Discussions may focus on examining and exploring aspects
of one culture's and how it differs from the majority
culture.
Foster an understanding of how to use all social support
by reflecting on the specific role of culture in the
employment process.
Emphasize that no culture is better than the
other. SOCIAL SUPPORT
SESSION VII: SUMMARY AND FEEDBACK
(What did I learn?)
GOAL: To assess members perspectives on social support.
OBJECTIVES:
I. Discuss the group experience.
Activity 1. What we learned.
II. Terminate the program.
Activity 2. Open Feedback.
Activity 3. Goodbye.
OBJECTIVE I: Discuss the group experience.
Activity 1: Group Discussion: What we learned.
Members discuss what they have learned about social support
networks and the group experience. Encourage members to share what
they learned individually and as a group. Post their feedback.
Example: Our group members reported that they earned:
How to use a network,
How to prepare for an interview, and
about types of support and providers of support.
OBJECTIVE II: Terminate the program.
Activity 2: Group Discussion: Open Feedback.
By asking for feedback about the sessions, members will
consider the impact of the program in their lives. Ask members to
share honest, constructive criticism, and comments about the group.
What do you think about the activities and methods
employed? How could the program be improved?
Activity 3: Group Exercise: Goodbye.
a. Terminate the session in a culturally appropriate and
spirited manner.
Recognize the contributions of all members and the
sponsoring organization.
b. Consider providing a letter of participation or
certificate.
c. Provide refreshments.
Recommendations for Session VII:
Proper termination during the last session of the
program is important.
Allow enough time to recognize members' contributions as
well as the assistance of the sponsoring organization.
Chapter Five
Implementing Psychosocial Competence Intervention
As outlined earlier, psychosocial competence refers to the
ability to function effectively at a personal, interpersonal,
social, and task level. This chapter provides step- by-step
guidelines for the implementation of a psychosocial competence
intervention. The seven sessions will include:
a. A summary of the goal of the session,
b. a list of the objectives,
c. activities to reach each objective, and
d. recommendations. PSYCHOSOCIAL
COMPETENCE
SESSION I: PURPOSE OF THE PROGRAM
(What is this program all about?)
GOAL: To explain the purpose of the program by identifying the
goals, objectives, and methods to be used.
OBJECTIVES:
I. Introduce the purpose of the psychosocial support
sessions. Activity 1. Introduce and explain the
program.
II. Clarify participants' expectations.
Activity 2. Introduce program format, structure, and
activities.
III. Encourage interaction among members.
Activity 3. Establish rapport.
OBJECTIVE I. To introduce the purpose of the program and explain
what will be covered.
Activity 1: Introduce and explain the program.
Introduce facilitator(s), co-facilitator(s), staff, and group
members. Explain the purpose of the session and identify the
program's goal and objectives. a. Have each person introduce
him/herself.
b. Define the goals of the program. For example, our goal
was to become active and planful individuals, to learn
how to set goals for ourselves and to enhance our
potential for becoming employed.
c. Explain how the goals will be reached.
For example, our group's objectives were to:
Take responsibility for and control of our lives
Become empowered by developing beliefs about our
ability to accomplish desired outcomes,
Learn how to set goals, and
Develop action plans to accomplish our goals.
d. Explain logistics of the program such as meeting times,
places, stipends, and transportation arrangements. If
certain outcomes (i.e., certificates, incentives) are
contingent upon attendance explain them at this time.
OBJECTIVE II. To clarify participant's expectations.
Activity 2: Group Discussion: Introduce program structure.
Discuss what the program is and is not. Review what can be
expected from the facilitator(s) and group members. The following
was explained to participants of our groups.
a. The Program will:
meet for two hours weekly for seven weeks.
provide organized group activities and exercises
initiated by a group facilitator and co-facilitator.
b. Facilitator/Co-Facilitator will:
structure all activities;
facilitate discussion and interaction among group
members;
assist in obtaining any needed resources for the
group; and
clarify and interpret information when necessary.
c. Group members are expected to:
attend all group meetings on time;
participate in discussions and group activities;
share information with other group members;
remain motivated and flexible to change;
complete homework assignments; and
inform the facilitator(s) if unable to attend a
session.
OBJECTIVE III. To encourage interaction among members.
Activity 3: Group Exercise: Establish rapport.
This is an opportunity for members to get to know one another
and establish rapport. a. Initiate the ice-breaker
exercise.
Ask members to give their names and additional
information about themselves.
Have each member state his or her name and two
goals. Goals may be related to the program or
general life goals. Each member says the name of
the previous individual in the chain and mentions that person's
goals.
Recommendations for Session I:
Stress the importance of active participation be each
member in all activities and emphasize that the success
of the group is contingent upon all members
contributions.
Emphasize that attendance is essential.
Make sure all questions have been adequately addressed.
The facilitator and co-facilitator should
participate in the ice breaker exercise. PSYCHOSOCIAL
COMPETENCE
SESSION II: BEING A "DOER"
(I take responsibility for my life.)
GOAL: To understand how feeling responsible for one's life
enables one to control it.
OBJECTIVES:
I. To promote rapport among group members.
Activity 1. An ice-breaker.
II. To establish group norms.
Activity 2. Develop group norms.
III. To understand concepts of internality/externality.
Activity 3. "Victim" or "Doer." OBJECTIVE I.
To promote rapport among group members. Activity
1: Group Exercise: The ice-breaker.
The exercise is designed to enhance interaction among members
and promote feelings of comfort in the group. Participants share
and learn about one another. a. Initiate ice breaker
exercise.
Ask members to share something from the day or
previous week that is related to the goal they or a
fellow participant mentioned in the last session.
OBJECTIVE II. To establish group norms.
Activity 2: Group Discussion: Developing group norms.
The establishment of group norms will help to foster
commitment to the group and in turn help the group meet its goal
and objectives. This activity provides an example of how rules can
function to guide behavior.
a. Define what a norm is and the importance of having norms.
"Norms are rules that members will follow as
acceptable ways of behaving in the group."
b. Encourage group members to discuss the norms of their
group.
Some of the responsibilities of members and
facilitators mentioned in the previous session may
facilitate discussion.
c. Post stated norms.
In our groups members suggested the following norms:
Start and finish sessions on time
Show respect for each other
Be honest
Maintain confidentiality
OBJECTIVE III. To understand concepts of internality/externality.
Activity 3: Group Discussion: Being a "Victim" or a "Doer."
Members will examine how one's behavior and explanations about
the causes of positive and negative events influence and impact
one's potential for success. Members are encouraged to examine
their current beliefs and feelings about what happens in their
lives. This will allow them the opportunity to visualize how their
beliefs and feelings affect the goals they set for themselves.
a. Discuss what is meant by internal and external.
"Internality refers to the belief in one's ability
to control one's actions, outcomes, and
consequences. It refers to how much responsibility one
assumes for what happens in one's life (internal) as opposed to
believing that "others" or external circumstances
determine what happens in our life (externality)."
Present internality as adopting a "doer" mentality
and externality as adopting a "victim" mentality.
For example, it is easy to believe at times, we are
victims and forget that we have an active role in
determining our life's outcomes. We may not have control over
everything, but there are many situations that we can
control.
State:
"It's up to me to feel like a Victim, or I can feel
like I can change my life circumstances and become
a Doer in my life."
b. Discuss how a "doer" and "victim" mentality relates to
goal setting.
Learning to set goals implies feeling in control
and being responsible for one's actions. By
actively planning, we feel in control and responsible
and can behave in ways that will lead to desired outcomes.
c. Discuss how being a "doer" or a "victim" differently
impacts outcomes.
Example:
Is there a difference in what happens to one and how one
feels when he or she feels in control of situations
versus when one relinquishes power and control?
Ask members to provide personal examples of when
they feel in control.
d. Present specific examples of an internal "doer" and an
external "victim."
Present a situation about seeking employment which
includes obstacles. Ask/discuss:
What can be done about the obstacle(s)?
What will happen if I take action or if I do
not take action? (This question should address
both what may happen (e.g., got the job, met
the employer) and how the person may feel (e.g., I felt good,
I learned).
Questions should be answered from the "Victim" (external)
and the "Doer" (internal) perspective. In our
session, participants provided the following
reactions to the situation presented:
SITUATION
"I have an interview and I don't know if I'm going because I don't
know how to get there"
What can I do?
VICTIM
. I won't go because maps
are confusing.
. I am afraid.
DOER
. I can ask a friend for directions.
. I can call for information.
. I can go there earlier to find the
place.
What will happen?/How will I feel?
VICTIM
. I missed the interview.
. I feel terrible.
DOER
. I made it and know what
happens in a job interview.
. I feel good because at least I
tried.
The following may be helpful situations to discuss:
"My living arrangements are uncomfortable."
"I need a winter coat, but I do not have the money."
"I have been in this country for more than a year
and I still don't know enough English to communicate
with others." [This situation may be of particular
relevance for English as a second language participants (e.g.,
Latinos)]
e. Repeat the same exercise but this time ask for a
volunteer to describe a personal situation.
Break members into two teams. Each team will
answer the questions from both the "doer" and the
"victim" perspective.
Discuss in the large group how it felt and what
happened when a "victim" and a "doer" mentality were
adopted.
Recommendations for Session II:
Use the ice-breaker exercise at the beginning of
the second session to encourage interaction among
participants.
Link the exercise to objectives. Encourage members
to share their goals.
Participate! Your role as a model is very helpful.
Expect agreement and disagreement among group
members about norms.
Encourage everyone's perspective before encouraging
the group to limit their norms.
Clarify to members that they are expected to abide
by the norms they select.
Let members know that norms may be changed if
necessary.
Encourage participants to examine situations
involving their current behavior when they may have
adopted a "victim" or a "doer" perspective.
Use "Doer" for internals and "Victim" for
externals.
Urge members to distinguish between having a
"Victim" as opposed to a "Doer" mentality.
Describing specific instances for each option clarifies
differences.
Provide initial examples members can relate to
their current life experiences.
Emphasize feelings of being in and out of control
when trying to reach your goal. This is especially
important in situations where actual outcomes may
not be the desired ones (e.g., "I didn't get the job, but at
least I tried").
Use examples of doer and victim mentality to
discuss issues such as racism,
prejudice, and discrimination. PSYCHOSOCIAL COMPETENCE
SESSION III: EMPOWERMENT
(I can take charge of my life.)
GOAL: To understand how feeling responsible and in control
leads to feeling capable and confident.
OBJECTIVES:
I. Understand empowerment.
Activity 1. Warm-up.
Activity 2. Becoming "empowered."
II. Identify employment skills and occupational interests.
Activity 3. Learning about my skills.
III. Manage a job interview.
Activity 4. Role-playing a
job interview. OBJECTIVE I. To understand empowerment: Activity 1: Group
Exercise: Warm-up.
This exercise can be used to expand the concept of the
"victim" / "doer" mentality.
a. Ask participants to share a personal experience from the
previous week where they felt that they acted as a
"victim" or a "doer."
Inquire about the consequences and feelings
associated with being a victim or doer.
Activity 2: Group Discussion: Becoming "empowered."
Members will examine how one's behavior and thoughts are
related to how empowered one feels and how becoming empowered
impact one's potential for success in life. Empowerment is
important when setting goals. It influences the ability to set
goals and the effort one puts into attaining them. Goal setting is
one way to become empowered. a. Define empowerment.
Ask members to brainstorm about what empowerment
means (EM-POWER-MENT). Post members' definitions.
b. Explain to members:
Being empowered refers to the belief in one's
capability to behave in certain ways to attain
desired outcomes.
Empowerment emphasizes the "doer" mentality.
An empowering attitude is one which helps one learn
a method and/or tools to master and use for the rest
of one's life. Each learning experience, each new
skill, is empowering!
Example:
If I learn to fill out an application, I empower myself
for applying for jobs. If I learn to use computers, I
empower myself to secure a different job. If I enhance
my ability to communicate, I empower myself to get the job that I
want, and I better protect my interests. It is not
enough to know that I can develop those abilities, I need
to engage in those specific behaviors in order to become
empowered.
c. Link internality with empowerment.
Ask/discuss how being a "doer" versus a "victim"
differently impacts how empowered one feels.
Empowerment assumes that you take an active role to
achieve goals. There is a difference in what a person is
likely to do, how confident he/she feels, and what happens
when he/she is a "doer," as opposed to when one is
a "victim."
DOER - POWERFUL
When one is a "doer" one plans ahead, adopts an
active role, and assumes responsibility for what
happens. One gains power directly from the
attainment of the desired goals and from the experience of having
attempted to achieve these goals.
VICTIM - POWERLESS
When one is a "victim," one mainly reacts, adopts a
passive role, and does not assume responsibility for
outcomes in one's life. One relinquishes power from
not setting desired goals and/or from the lack of
experience of having attempted them.
d. Link empowerment with goal setting.
Ask/discuss how feeling empowered relates to goal
setting. How does learning to set and accomplish
goals help one feel in control and responsible for
one's actions ("doer" mentality)? Use personal examples?
Does empowerment relate to beliefs and feelings
about the capability we have to carry out planned
behaviors and to engage in carrying them out (being
a "doer")? Share examples.
e. Present specific situations of how one empowers oneself
by thinking about alternatives.
Present a situation. Ask: What can I do about this
situation to feel empowered; a "doer"?
Example: Members of the Latino groups provided the
following responses to situations presented:
SITUATION
"I cannot protect my rights at work because
I don't communicate well/speak English."
ALTERNATIVES
. I can go to an office such as Rehabilitation Services
Administration where I can find people who can understand my
problem and offer suggestions.
. I can ask a friend to practice speaking with me.
The following are situations which may be relevant:
"When applying for a job, I do not know how to let
my potential employer know about my disability so
that it does not backfire on my chances of being
employed."
"I want to attend the group meeting, but I can not
find somebody to take care of my child."
f. Ask members what happens when one has several
alternatives. Why is it good to think of several
alternatives?
What would happen if I only had one alternative and it
did not work? Is it helpful to rank alternatives ?
OBJECTIVE II. Identify employment skills and occupational
interests. Activity 3: Group Discussion/Paired Exercise:
Learning about my skills. Participants will learn about their
current skills and employment interests. These skills are linked
to potential jobs. By focusing on potential employability,
participants develop feelings of satisfaction about self.
This session and activity provides an example of an exercise
for a dialogue to facilitate learning how to identify one's skills
and interests (See Social Support Session III, Objective III,
Activity VI). Continue the exercise with the instructions below.
a. Each member should refer to their own job circle.
b. In the large group, ask for volunteer pairs to discuss
their circles.
c. Link outcomes of this exercise to feelings of becoming
empowered and to working toward setting a goal.
Discuss how identifying one's skills and areas of
job interest results in empowering oneself. Self-
knowledge about skills and abilities is empowering
because it enhances the perception of self-worth and control
over situations.
Discuss how potential jobs identified can become
goals in one's life. Empowerment also implies
moving in a direction. One is an effective and
empowered "doer" when one knows where he or she is going.
Determining a potential job becomes a potential goal.
Focusing on one's skills and interests enhances the
likelihood of both attaining a desired job and
performing well.
OBJECTIVE III. To learn how to manage a job interview.
Activity 4: Paired Exercise/Group Discussion: Role-playing a
job interview. Rehearsing is an active way to cope with job
seeking stress and learn appropriate interview skills.
Participants will learn what is important in a job interview.
Conducting practice job interviews will help participants plan and
become aware of how they can improve their interviewing skills.
a. Use the following topics to facilitate discussion.
Appropriate Dress
what to wear
what not to wear
Initial Interaction
what to say
where to sit
Appropriate and inappropriate non-verbal Behavior
eye contact
posture and body language
other aspects of non-verbal communication
Interaction
how to convey interest and enthusiasm
how to ask questions
how to respond to questions
what not to say
Knowing and Understanding Your Rights according to
the Americans with Disabilities Act (ADA)
What is the Americans with Disability Act?
how to respond to questions about your disability
how to respond to other questions (regarding
gender, age, etc.).
How to Conclude the Interview
how to ask for follow-up contact
b. A review of Do's and Don'ts that may be helpful for the
interview are in Appendix B.
c. Ask for two volunteers to role play an interview.
Volunteers will perform and receive feedback on managing
an interview from the group.
d. Ask group members to critically observe the role playing.
e. Discuss what the actors did well, what needs some
improvement, and what is appropriate and expected in an
interview.
f. Link activity with being a "doer" and empowered.
Discuss whether role-playing an interview is
helpful.
Relate discussion with planning and being future
oriented through proper planning. It is not enough
to think and believe that one will do well or that
one may learn. Rehearsing is the "doer" in action.
Recommendations for Session III:
Use warm-up exercises at the beginning of each session
to tie the past week's objectives and activities with the
present sessions. This will aid in linking and
integrating sessions.
Encourage active participation from group members.
Role-playing is a good way to increase the members
participation.
Linking the concepts of internality with empowerment
makes empowerment easier to understand. These concepts
overlap, and should be presented as attitudes that
complement each other.
Encourage participants to share situations when they
have felt empowered. Encourage members to give examples
from their life experiences.
Have members explore vast possibilities for jobs and do
not focus on limitations. Ask participants to think
about dream jobs when engaging in this activity.
Encourage members to think like a "doer."
PSYCHOSOCIAL COMPETENCE
SESSION IV: GOAL SETTING
(What are my life goals?)
GOAL: To understand how setting goals helps attain desired
outcomes. OBJECTIVES:
I. Understand goal setting.
Activity 1. Warm-up.
Activity 2. What are my goals?
II. Identify the obstacles to reaching goals.
Activity 3. What are the obstacles in the way of
achieving goals?
III. Identify alternative courses of action.
Activity 4. What can I do about the
obstacles? OBJECTIVE I. Understand goal setting. Activity 1: Group
Exercise: Warm-up.
Examine how one can attain desired outcomes by reviewing the
notion of empowerment. Group members will link becoming empowered
with setting goals. a. Ask participants to share a personal
experience from the last week where they felt empowered
and/or like "doers."
Inquire about the consequences and associated
feelings.
b. Discuss the importance of having goals by using the
following drawings to facilitate discussion.
Participants will imagine that the "dot" is a person walking
and that the "walls" are obstacles in their way. Discuss:
What is the difference between the two?
Which individual seems more exhausted?
In our groups, members' comments were:
Fig. 1
"Person has been walking in circles."
"Does not seem to know where he/she is going."
Fig. 2
"He/she walks less and is heading somewhere."
Link past sessions' activities to goal
setting.
Discuss what adopting a "doer" mentality does for the goals
that one sets for oneself.
Adopting a "doer" mentality implied assuming
responsibility for outcomes in one's life.
Becoming empowered implies believing in one's
capability to attain goals.
Learning about one's skills identifies what
direction to take. - \ _- / \ - /--
/ _ / / - \ _- | / \ -
- \ _ / ) I / _/
_- / \ ] | \ O / _- / \ - \
I \ / - - / / - \ ][ l
-\ / _ _\ \ __ __ / ( ) - - /
_ / _- / \ /-
Fig. 1
- \ _- / \ - /--
/ _ / / - \ _- | / \ -
- \ _ / ) I / _/
_- / \ ] | \ O / _- / \ - \
I \ / - - / / - \ ][ l
-\ / _ _\ \ __ __ / ( ) - - /
_ / _- / \ /-
Fig. 2
Activity 2: Group Exercise: What are my goals?
Members will examine their goals and explore how setting goals
encourages a "doer" mentality.
a. Establish a common group goal.
Ask/discuss what member's goals are in relation to
their participation in the group.
Relate goals to getting employment.
Post goals.
OBJECTIVE II. To identify the obstacles to reaching goals.
Activity 3: Group Exercise: What are the obstacles in the way
of achieving goals? a. Ask participants, "What were the
obstacles that prevented them from achieving a desired
goal?"
Explore all types of obstacles. Encourage members
to think of different kinds of obstacles. These may
include lack of transportation, advice, information,
and emotional obstacles (i.e. lack of encouragement).
Post obstacles.
b. Ask participants to rank order obstacles according to
difficulty.
Example:
Selected Goal: "To have a job that I like in
an area where I am competent."
Obstacles were ranked as follows:
1. English
2. Money
3. Emotional support
4. Preparation
5. Motivation
OBJECTIVE III. To identify alternative courses of action.
Activity 4: Group Exercise: What can I do about the obstacles?
Participants will examine courses of action that can be taken
to deal with previously identified obstacles. Thinking about
alternatives implies actively coping with obstacles. a. Ask
participants: "What are alternative solutions to the obstacles
identified?"
Explore all possible alternatives.
Post alternatives.
b. Ask participants to rank order alternatives.
Example: the Latino group suggested the following:
Selected Goal: "To secure a job I like in an area where
I am competent."
Alternatives to the obstacle of not being familiar with
English were ranked:
1. Go to school.
2. Read and listen to T.V./radio/newspaper in English.
3. Make American friends.
4. Get English courses in video (for those who can't
attend school classes).
5. Keep motivation up.
6. Obtain support from others.
c. As a homework assignment, ask participants to identify
possible alternatives to other obstacles on the list and
to rank order them.
d. Discuss strategies that will help when setting goals.
Introduce the use of a daily journal as a goal
setting aid.
A daily journal will help group members keep track
of their daily actions to find employment. It will
help them to learn to plan on a long-term basis.
Ask participants to write down every activity they
do to seek employment.
Recommendations for Session IV:
Use warm-up exercises at the beginning of each session
to tie the past sessions objectives and activities with
the present sessions.
Emphasize how managing obstacles and alternatives
systematically helps members deal with one problem at a
time in a planful, orderly way.
Be certain members focus on whether they can really deal
effectively with some or all of the obstacles and
alternatives at the same time. This is important to
feelings of success.
Be aware that interest and participation may decrease
during this session and address these issues. Group
members may not be used to the planful nature of
the activities required to complete this session.
PSYCHOSOCIAL COMPETENCE
SESSION V: ACTION PLAN
(How will I get what I want in life?)
GOAL: To learn how to accomplish what you want.
OBJECTIVES:
I. Determine specific goals.
Activity 1. Warm-up.
Activity 2. Review alternatives to identified
obstacles. Activity 3. Identify personal goals,
obstacles, and alternative courses of
action.
II. Develop an action plan.
Activity 4. A weekly plan.
III. Review an action plan.
Activity 5. Is my plan realistic?
IV. Understand the goal setting process.
Activity 6. Summarizing the goal setting process.
OBJECTIVE I. Determine specific goals.
Activity 1: Group Exercise: Warm-up.
This exercise is used to review previous sessions. Group
members will share the opportunities they had to practice becoming
"doers" by engaging in empowering behavior. The entire process of
"who is in control" to "what are the alternatives and obstacles to
reaching a goal" is reviewed.
a. Ask participants to share a personal experience from last
week where they set a goal for themselves.
Discuss whether they were able to accomplish the
goal, and what obstacles they had and how they dealt
with them.
b. Link the past session's activities to developing an
action plan.
Ask members to define "action-plan." What does it
mean to them?
Discussion questions may include:
Does adopting a "doer" mentality imply
assuming responsibility for outcomes in one's
life such as active planning?
How does becoming empowered imply believing in
one's capability to follow the necessary steps
to achieve one's goals?
Is learning about one's skills essential in
order to benefit from an action plan?
Activity 2: Group Exercise/Group Discussion: Reviewing
alternatives to identified obstacles.
Participants will examine what courses of action can be taken
to manage the obstacles identified in the last session.
a. Review homework assignment.
Discuss the alternatives to the other obstacles
identified? b. Ask participants to rank order alternatives.
c. Review what has been learned thus far in how to set
goals.
Activity 3: Individual Exercise/Pair Exercise: Identify
personal goals, obstacles, and alternative courses
of action.
Group members will repeat the whole process, but now in a
personalized way. a. Ask participants to identify their
personal employment goal, the obstacles related to it,
and alternatives to those obstacles.
b. Have participants work in pairs (use pairs from previous
sessions) so that they can provide feedback to each
other.
c. Discuss this exercise with members.
OBJECTIVE II. Develop an action plan.
Activity 4: Individual Exercise: A weekly plan.
Planning on a weekly basis makes goals more reachable. Group
members will understand that actively planning on a weekly basis to
attain a long term goal involves progressively attaining short-term
goals. Commitment to the long-term goal is increased because of
the feelings of satisfaction derived from accomplishing short term
goals. a. Introduce the weekly plan as an action plan.
Discuss how a daily journal can be
part of long-term planning. Example: one participant's daily
journal was:
DAILY EMPLOYMENT LOG
Date
Time
Activity
Contact Persons
Name
July 16
9:00 a.m.
pray for job
Prayer Partner
July 16
9:40 a.m.
go to library
Librarian-career
July 16
1:00 p.m.
call lead
D.C. Govt. Personnel
July 17
8:30 a.m.
check newspaper job
Ms. Sheraton
July 17
9:00 a.m.
copy resume/fill out
applications
Mr. Sheraton
July 17
10:00 a.m.
write cover letter
July 17
12:00 a.m.
lunch-discuss
job lead
Cousin- and
co-worker
July 18
8:00 a.m.
read and rested
b. Post a volunteer's daily log.
First fill in daily regular activities (e.g., cook,
pick up child) and then continue with the activities
related to employment goal.
OBJECTIVE III. To review an action plan.
Activity 5: Group Exercise/Group Discussion/Individual
Exercise/Pair Exercise: Is my plan realistic?
Group members will learn how to adopt a realistic assessment
in which positive and negative consequences of the activities
included in their action plan are considered. This will involve
reviewing their action plan and learning to actively cope with
negative consequences.
a. Discuss:
What can be some of the consequences, both positive
and negative, of engaging in some of the courses of
action selected?
What additional resources may be needed to
implement the action plan?
Encourage a "realistic" discussion. The daily
responsibilities and activities of the person need
to be considered.
b. Ask members to review their action plan based on former
discussion.
Discuss the fact that being realistic about the
action plan and setting goals may mean that
obstacles identified earlier cannot be addressed
without additional resources.
c. Ask participants to develop their personal weekly plan.
d. Have participants work in pairs and look at each other's
exercise to provide helpful feedback to each other.
e. Discuss a member's weekly plan.
Emphasize how members feel when they plan.
f. As a homework assignment, have participants develop a
monthly action plan.
Distribute blank monthly calendars.
OBJECTIVE IV. To understand the goal setting process.
Activity 6: Group Discussion: Summarizing the goal setting
process. Group members will have an overall review of the
work they have been doing thus far to become effective "doers."
This activity will illustrate how reaching one's goals implies
engaging in active planning.
a. Discuss what has been done thus far in accomplishing
goals. Use a poster to facilitate discussion.
Sample Poster
GOAL SETTING
1. Set Goals
2. Identify Obstacles (problems) WHICH
3. Generate Alternatives WHAT
4. Action Plan HOW
5. Action DO
6. Evaluation WHY
b. Discuss step 5: "Action" and step 6: "Evaluation."
Step 5: "Action" implies the "doer" actively
planning. Encourage participants to start
implementing their weekly plan.
Step 6: "Evaluation" implies the "doer" constantly
evaluating and revising (if necessary) the action
plan.
Recommendations for Session V:
Some courses of action may well address more than one
obstacle; repeat steps if necessary.
As with the past session, there may be less
participation in this session than in previous sessions.
Group members may not be used to the planful nature of the
activities and the process of setting goals in a systematic
manner.
Emphasize simplicity of the steps involved in obtaining
goals. Focus on simple words: which, what, how, do, and
why makes it easier to understand the process.
PSYCHOSOCIAL COMPETENCE
SESSION VI: CULTURAL ASPECTS
(What role does my culture play?)
GOAL: To identify and integrate cultural aspects of becoming an
empowered planner and active coper.
OBJECTIVES:
I. Understand the values of the majority culture.
Activity 1. Warm-up.
Activity 2. Revise monthly action plan.
Activity 3. Being a "doer" is valued in the majority
society.
II. Understand how one's culture impacts understanding
values. Activity 4. Being a "doer" as one of my
cultural values.
III. Examine how the cultural values of being a "doer" impact
employability. Activity 5. How does being a "doer"
impact my employability?
IV. Enhance becoming a "doer" using one's cultural values.
Activity 6. Integrating
compatible values. OBJECTIVE I. Understand the values of the majority
culture.
Activity 1: Warm-up.
Group members share the opportunities they had to implement
their action plan. a. Encourage participants to share a
personal experience within the last week where they
executed their action plan.
Discuss what happened and how they felt.
Activity 2: Group Discussion/Individual Exercise: Revise
monthly action plan. Group members will understand that
planning on a monthly basis increases their likelihood of attaining
their long term goals.
a. Post the activities to be carried out during the month.
This activity is similar to the weekly plan but expanded
to a month.
On a monthly calendar (use flip chart or black
board to illustrate) fill in the activities that can
be performed in a month.
First fill in daily responsibilities and then
include activities related to goal.
Activity 3: Group Discussion: Being a "doer" is valued in the
majority society. Group members will identify how adopting an
active planning and active coping attitude relates to values in
this society. They will discuss how having a "doer" mentality
relates to this.
a. Link past sessions' activities with cultural values.
Discuss American values.
What is valued in this society?
Is being a "doer" valued in this society? How?
Is setting goals fostered in this society? How?
OBJECTIVE II. Understand how one's culture impacts understanding
values. Activity 4: Group Discussion: Being a "doer" as one of
my cultural values. Address the significance of culture as it
relates to being a "doer," being autonomous, and engaging in active
planning. Group members will examine values specific to their
ethnic group. This includes positive aspects of culture and how
adopting an active planning coping style relates to values fostered
in one's culture.
a. Discuss values of different cultures.
What is valued in my culture?
Is being a "doer" and setting goals valued in my
culture? How?"
Is developing an action plan to attain desired
outcomes consistent with cultural values for
reaching goals and overcoming obstacles?
Does setting goals differ from culture to culture?
Do individual values which differ from the majority
culture make it difficult to set goals and become a
"doer"?
For example, in our study the African American group's values
included being family oriented, relying on neighbors, and believing
in God. In the Latino group, values included religion, machismo,
and family unity.
OBJECTIVE III. Examine how the cultural values of being a "doer"
impact employability.
Activity 5: Group Discussion: How does being a "doer" impact
employability? Group members will identify how adopting an
active planning coping style relates to employability. They will
also discover how one's cultural views relate to being a "doer,"
setting goals, and employment.
a. Discuss the impact of culturally derived values of active
planning in enhancing employability.
What positive or negative aspects of your culture
help you in your efforts to become active "doers" in
obtaining employment?
b. Using the following job tips, discuss how some values of
individual's culture promote empowerment, becoming a
doer, and taking control and how other values of the
culture do not.
Job Tips:
Develop a positive attitude.
Remain consistent in job hunting activities and
efforts.
Use all available resources to find a job (i.e.
Employment agencies, newspapers, churches, library
career planning centers, public radio stations,
public school or college personnel offices, public bulletin
boards, friends, neighbors, and relatives).
Understand the organization:
type, size, hiring practices, product, service,
etc.
Complete the entire application process:
Do not leave any blank spaces on the application,
tell the truth.
Take time to identify the best method for applying
for that job or approaching the job agency:
Contact employer by phone, mail your resume, meet
manager informally, or ask a friend to hand deliver
your resume.
Follow up the written application:
Call the next week, write a thank you letter, send
a follow up letter restating your interest.
Work on interview skills: Practice, practice, and
practice.
Develop an alternative method of obtaining
employment: Deliver groceries to senior citizens,
start a day care service, start a house cleaning
service, start a word processing service, volunteer.
Consider employment in jobs considered
untraditional for your gender.
Tips for Keeping your job:
Work to improve productivity;
Get rest and remain alert;
Understand all instructions before performing a
task;
Perform work thoroughly;
Stay visible in organization;
Get to know your boss well;
Keep abreast of what is going on in the company,
division; department and with the product or service
in the industry;
Dress like everyone else in your position;
Be cordial with your co-workers;
Keep a positive attitude; and
adhere to office etiquette at all times.
Discuss:
Are these job strategies culturally compatible with the majority
society's culture (i.e., dressing like everyone else, keeping a
positive attitude no matter what)? If yes, how are they? If not,
should one assume the values of the majority culture when seeking
employment? Should these values be modified?
Ask participants to list some of their job strategies
and post them.
OBJECTIVE IV. Enhance becoming a "doer" using one's cultural
values. Activity 6: Group Discussion: Integrating compatible
values. Dealing with the majority's cultural values yet
maintaining one's own cultural values can be difficult.
Participants will vent and share feelings (e.g., conflict, tension,
joy, and relief) about different values of the culture of the
majority and their ethnic group. Empowerment will occur when one
knows the strengths of his/her cultural group. a. Discuss
compatible values.
Does integrating values apply to African Americans
and Latinos?
What are the pros and cons of trying to integrate
your values and values from the majority culture in
a monocultural environment?
b. Discuss:
How can the positive characteristics of each
culture complement one another?
Is there value in integrating some cultural values?
What positive aspects from both cultures can help
in being a "doer" and engaging in goal setting to
obtain employment? Recommendations for Session VI:
Use warm-up exercises at the beginning of the session to
tie the previous sessions' objectives and activities with
the present session.
Allow participants extra time to develop monthly plans.
Work closely with participants. A directive role may be
appropriate to help foster confidence among members as to
their capability to develop their goals through this
exercise.
Work in pairs and individually to enhance the members
understanding of how obstacles may vary from person to
person.
Expect that participants opinions will vary with regard
to how they value the attributes of each culture.
Discuss the pros and cons of each culture and the unique
contributions of integrating certain values. Encourage
members to discuss their preference of certain
cultural values. PSYCHOSOCIAL COMPETENCE
SESSION VII: SUMMARY AND FEEDBACK
(What did I learn?)
GOAL: To assess members' experience (see Social
Support Session VII, pages 50-51). Chapter Six
Summary and Conclusions
In the previous five chapters, guidelines and suggestions for
implementing social support and psychosocial competence
interventions aimed at improving outcomes for African Americans and
Latinos with disabilities were discussed. In this chapter, we
highlight some of the findings from our efforts at implementing
these interventions. These findings may be useful for gauging what
others might expect from similar efforts. Overall, using a group
approach seemed to work well with our groups of African-American
and Latino consumers of RSA.
The findings discussed below are based on several indicators.
These include observations of sessions, discussions with
participants and facilitators, and satisfaction data collected at
the end of the sessions. Pre- and post questionnaires were
administered to assess other outcomes in the areas of social
support, psychosocial competence, mental health, and employment.
The results of this data are provided in a separate report.
1. Consumers enjoyed the intervention and considered it
empowering. Attendance and motivation were high and the group
rated the sessions as very beneficial. The use of a co-
facilitator who was a consumer with a disability was well received
by the groups especially the African American groups. The co-
facilitator was able to relate to and share with the group in
a way that the "professional" facilitator could not. Participants
indicated they liked the activities, exercises and the
participatory nature of the activities. The opportunity to
interact with others with similar needs and concerns was
viewed positively by participants. Participants in both the
African American and the Latino groups provided job leads and
were very supportive of each other. Some of the participants
maintained contact with each other when the groups terminated. 2.
The needs and perceptions of the African American and Latino
groups differed. For example, the Latino participants
appeared to be in more need of information and resources than
the African American participants. This finding may be related to
the relative disadvantaged status of some of the Latino
participants, many of whom were fairly recent immigrants to
the Washington D.C. area. Many Latinos reported their
inability to speak English as their greatest barrier rather than
their disability. The manner in which Latinos an African
Americans perceived their disability differed. Latino
participants minimized the impact of having a disability to a
greater extent than their African American counterparts. This
finding underscores the importance of attending to ethnic and
cultural differences when implementing programs. What works
for one ethnic minority group may not work for another. It is also
important to note that minority groups are not homogeneous;
thus, what works for one Latino group may not work for
another. For example, the majority of the Latino participants in
our project were immigrants with many challenges in addition
to having a disability (i.e., adapting to a new culture, lack
of English, housing and medical concerns). 3. Initially,
participants seemed fairly powerless when the sessions began.
While the powerlessness may have been a related to low
socioeconomic status, it also could be attributed to a lower
level of psychosocial competence. Many participants did not feel
empowered and did not perceive that they had the necessary
skills and resources to become successfully employed and to
handle stressful events in their lives. However, as the
groups progressed, it became evident that there was a desire to
acquire employment skills and control of their lives. This
was evident in their willingness to work hard to obtain these
skills.
4. The effect of social support on both Latinos and African
Americans was significant. The group process and experience
in and of itself provided a social support network which was
useful in empowering the group. While one part of the intervention
was designed to enhance the social support skills, the other
model of psychosocial competence benefited the group by
providing social support as well. 5. There were ethnic
differences in the manner in which the facilitators were perceived
and used. Participants in the Latino groups seemed more
comfortable with the facilitator assuming the role of leader,
teacher, etc., while participants in the African American
groups were more likely to function in more of a collaborative
manner with the facilitator. This may reflect cultural
differences, and again, highlights the importance of cultural
considerations in programs of this type. 6. The intervention
was well received by the rehabilitation community. The approach
used in the study complements the more individualized approach
to counseling and services provided by rehabilitation
agencies.
7. Data were collected at the beginning and end of the program.
The results of data analyses reveal significant improvements
of participants in the intervention group compared to a
comparison group.
APPENDIX A
"Network Circle"
APPENDIX B
JOB HUNTING STRATEGY TIPS:
Develop a positive attitude.
Remain consistent in job hunting activities and
efforts.
Use all available resources to find a job:
Employment agencies, newspapers, churches,
library career planning centers, public radio
stations, public school or college personnel
offices, public bulletin boards, friends, neighbors, and
relatives.
Understand the organization:
Type, size, hiring practices, product, service,
etc.
Complete the entire application process:
Do not leave any blank spaces on the
application, tell the truth.
Take time to identify the best method for applying
for that job or approaching the job agency:
Contact employer by phone, mail your resume,
meet manager informally, or ask a friend to
hand deliver your resume.
Follow up the written application:
Call the next week, write a thank you letter,
or send a follow up letter restating your
interest.
Work on interview skills: Practice, practice, and
practice.
Develop an alternative method of obtaining
employment:
Deliver groceries to senior citizens, start a
day care service, start a house cleaning
service, start a word processing service,
volunteer.
Consider employment in jobs considered non-
traditional for your gender
Tips for Keeping your job:
Work to improve productivity;
Get rest and remain alert;
Understand all instructions before performing a
task;
Perform work thoroughly;
Stay visible in organization;
Get to know your boss well;
Keep abreast of what is going on in the company,
division; department and with the product or service
in the industry;
Dress like everyone else in your position;
Be cordial with your co-workers;
Keep a positive attitude; and
adhere to office etiquette at all times.
Job Strategy: Dos and Don'ts
DO!
Be confident! Stand and sit as erect as you can. Look the
interviewer in the eye and shake hands with a firm grip.
Look neat. Wear the most professional clothing you
have. Keep hair and nails neat and clean.
Divide the time. Talk about yourself and the
company. Ask questions about the company.
Learn about the company. Read the company report.
If you know persons who work for the company, ask
them about the company. Jot down questions to ask
about the company.
Treat the interviewer with respect. Don't
interrupt him/her or appear argumentative.
Be on your very best personal behavior.
Refrain from talking about salary on the first
interview. If you think the salary is close but
still low, remember you have a better chance of
negotiating salary once you are offered employment.
DON'T
Show signs of insecurity through weak hand shakes,
poor posture, or by avoiding eye contact with the
interviewer.
Look "sloppy" or unkempt in the interview.
Appear uninterested by not knowing about the
company, department/division, or position for which
you are interviewing.
Talk the entire time about your needs, likes,
dislikes, and your demands.
Constantly argue or agree with the interviewer.
Show personal habits that may be considered
annoying or against the company's codes (chewing
gum, biting nails, fidgeting, etc.).
Make unrealistic high salary demands.
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