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Adult

Support

Group Manual

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PREAMBLE 3

TYPES OF GROUPS 3

THE SELF-HELP MODEL 5

HOW TO START AN ADULT SUPPORT GROUP 6

First Steps 6

Group Planning: What You Need to Decide as a Team 6

Choosing Your Meeting Place 7

ROLES AND RESPONSIBILITIES 8

Role of Facilitator 8

Developing Leadership 8

Role of Group Contact Person 8

Responsibilities of a contact person 9

MEMBERSHIP 11

Ideas for Recruiting Group Members 11

Group Size 11

Use of an Intake Form 11

Screening referrals to the group 12

Open and closed groups 13

GROUP MEETINGS 14

The first meeting 14

Ground Rules for Support Groups 14

Stages that Support Groups Go Through 15

Conflict In Support Groups 15

Procedures For Leadership Development And Transition 15

Ideas For Group Meeting Agendas 16

Ideas For Group Exercises 18

EVALUATION 19

Evaluating Support Groups 19

Evaluation: More Formal Methods 19

Steps in planning an evaluation 20

MONEY AND FUNDRAISING 21

CREATING EFFECTIVE POSTERS AND FLYERS 21

APPENDIX 1 23

Sample JOB DESCRIPTION FOR FACILITATOR OF ADULT SUPPORT GROUP 23

APPENDIX 2 25

Sample ADULT SUPPORT GROUP INTAKE FORM 25

APPENDIX 3 29

Sample STATEMENT OF CONFIDENTIALITY AND ANONYMITY 29

APPENDIX 4 30

References 30

PREAMBLE

This manual is the product of the Adult Advisory Committee of the LDAO (April 2007). While this manual serves as an updated version to the current manual, it is by no means the definitive work on creating and managing a support group. It is meant to be a guide that will assist individuals who are motivated to support adults with learning disabilities.

TYPES OF GROUPS

SELF-HELP GROUP:

• open or closed membership

• no specific facilitator -- leadership roles are rotated and decisions are made by the group

• usually ongoing

• organized around common needs of group

• topics set by group or raised at the meeting

SUPPORT GROUP:

• open or closed membership

• designated trained facilitator

• usually ongoing

• organized around common needs of group

• topics may be set by facilitator or group members

COUNSELLING GROUP:

• closed membership

• professional facilitator

• time-limited

• organized by professional

MENTORING GROUP:

• membership restricted to mentors and mentees

• designated trained facilitator

• time-limited

• topics related to mentorship process

WORKSHOP SERIES:

• registration usually required, may be closed or open after initial session

• designated facilitator

• time-limited

• topics set in advance

The Adult Advocacy Committee strongly recommends that chapter groups for adults with learning disabilities should be facilitated Support Groups, and that facilitators should have professional skills or education to offer guidance.

If individuals in a group require a higher level of support such as counselling/therapy or a counselling group, the facilitator should help the individual to seek out appropriate professional support.

Chapters might also offer mentoring groups or workshop series.

LDAO Adult Advocacy Committee (April 2007)

THE SELF-HELP MODEL

Adult Support Groups, while facilitated by a qualified person, can still follow some of the principles of the self-help model.

The spirit of self-help is a belief in:

• A grassroots, collective focus.

• Do what you can do, one day at a time. You can’t solve everything at once.

• Being helped through helping.

• An accent on empowerment a method of gaining control over one’s own life.

• A strong optimism regarding the ability to change.

• An attitude of mutual understanding.

• Groups promote belonging and a way out of isolation.

What do self-help groups do?

1. Social Support- relief from isolation.

2. Practical information- on the disabilities, how to cope on a 24-hour a day basis, what professional services and other resources are available.

3. Education- primarily derived from the pooling of members’ experiences and coping skills, as well as information.

4. Advocacy- advocating addressing problems that the members cannot resolve within their group.

How do groups do it?

1. Positive role models- those, who have been through it, demonstrate to new members that success, coping is possible. Their example and actions often provide needed encouragement and hope, not otherwise available.

2. Pooling of knowledge and resources by members, so that all can take advantage of the experiences of many.

3. Acceptance being accepted and understood, often for the first time.

4. Empowerment of members by their taking a more active rather than a traditional positive role.

5. Normalization –when they see how their experience is similar to others, they finally feel “normal”.

Groups provide social support, coping skills, and increase competence. Self-help groups serve a prevention function by enhancing social ties and connections that can serve as a buffer to stress and by promoting the competency of people to cope with stress and adversity for a full spectrum of life transitions and crises.

Self-help is affordable, accessible, a source of information and mutually supportive. Depending on the group member, self-help can also reduce isolation; improve communication; improve life skills; create a sense of community; create a sense of empowerment and enhance self-care, problem-solving and planning skills.

HOW TO START AN ADULT SUPPORT GROUP

First Steps

1. Try to get as much printed information as possible about running groups.

2. Find a couple of people to work with you. Look for a volunteer who shares your experience. Seek out those who want to be members, have time to help and are not in crisis. Most important, find volunteers with whom you feel comfortable with.

3. The easiest way to find these people is by creating a hunt list. You might also want to put up notice in an area frequented by others who share your concern (a doctor’s office, Internet chat room.

4. Sharing development tasks and distributing the work as early as possible prevents burnout and really grounds the group in the spirit of self-help.

Gather your planning team for an initial meeting (don’t forget treats, paper and coffee). The purpose of this meeting is to decide in general terms what your support group is all about and where it is going. You can then present your ideas at the first open general meeting and revise them if necessary. Before you start, see if you can get a large, empty binder. Fill it with lots of loose-leaf paper for notes. This binder should contain important information about your group, such as who you are, what you do, where you meet, coming events, book recommendations and anything else that relates to the group and that members need to know.

Group Planning: What You Need to Decide as a Team

• Why are we coming together?

• What do we have in common?

• What are the group’s goals? List two to start.

• Who can join our group? Try to be specific.

• Where will we meet?

• When will we meet and how often?

• Should we limit the number of people?

• How should we spend our time?

• What kind of topics should be covered?

• Should we have speakers?

• Do we need money?

• Should we set some guidelines for how to behave in the group?

• Are our discussions confidential? What happens if we break confidentiality?

• What are we worrying about?

• Who can help us?

• How will we know this is working?

• What shall we name our group?

Naming is very important. It can take groups months to figure this out, or it can take minutes. Choose a name that communicates the essence of your group immediately.

Choosing Your Meeting Place

Consider the privacy needs of your members. People feel freer to express thoughts and feelings in a private space.

Try to find a free meeting place. Some community organizations offer the use of a meeting room for free to other non-profit groups. We don’t recommend that you hold your meetings in a group member’s home, even if this is the most convenient solution.

• How accessible is the meeting place? Is the location easy to find, and is there parking nearby?

• Match the size of your group with the space available.

• Will the room, including furniture, be comfortable?

• Is the room warm and welcoming? This question includes atmosphere and heating in winter.

• Is there a place to smoke? Find out what the regulations are in the building(s) you are thinking about, and then decide how you want to handle this issue.

• Can you claim the space as your own? Will you be able to put up bulletin boards, posters, and pictures?

ROLES AND RESPONSIBILITIES

Role of Facilitator

The role of facilitators in support groups is to assist groups in setting and achieving their goals. Key leadership functions include the following:

• Helping to set goals

• Planning programs

• Identifying jobs that need to be done

• Recognizing and carrying out the jobs that keep a group going

• Encourage discussion, action, or decision making

• Keeping members on topic

• Summarizing what members have said

• Stating/summarizing all sides of a controversy

• Mediating

• Collecting the thinking of the group and restating for group acceptance and action

• Helping to preserve group harmony

• Helping members evaluate how they are doing and to figure out how to improve things

• Suggesting ways to solve a problem

• Making decisions, by consensus, if possible

• Evaluating or initiating evaluations by members of the group

Developing Leadership

Some people think leaders are born not made. But leadership is a composite of learnable skills, which other individuals in the group can learn, either by doing or by learning to do. The facilitator can help develop leadership skills in members of the group, and eventually mentor someone to be a co-facilitator.

Role of Group Contact Person

Someone other than the facilitator can be the group contact person

As a contact person, you are the essential link between someone in need and your support group. When a prospective member finally gets the courage to call, your response can determine whether or not that person will come to your meeting. You will also be a crucial link to the public at large.

Most groups have found that callers are most comfortable talking with a contact person who is involved in the group. This is especially true of groups that deal with very sensitive issues. It is advisable that contact people have a good deal of experience dealing with their own situation, which places them in a much better position to be of help to others.

Answering machines: pros and cons:

Answering machines are great for taking messages when you are away. They can also give you the opportunity to return calls at your convenience, when you are not busy with personal matters and you have the emotional energy to respond to someone who needs support. If you do use an answering machine, the message should include:

• Your name and the name of your group

• Date, time and place of the next meeting (updated regularly)

• Best time for you to return the call

• Name and phone number of another contact person, if available.

Try not to crowd the message tape with too much information; it can confuse the caller. And make sure you call back promptly.

But answering machines do have their drawbacks. Some callers are not comfortable leaving messages on machines, especially when talking about personal matters. Picking up the phone to make the call may have taken tremendous courage, and callers may become frustrated and discouraged when they hear a recorded message. Nothing can replace a caring human voice and a listening ear.

Responsibilities of a Contact Person

Your response to callers can include listening to them, educating them about your group, encouraging them to come to group meetings, and referring them to other resources.

Listening

Being a good listener is probably the most important quality of a contact person.

1. Compliment the courage of the caller. You are often the first person the caller has reached out to and asked for help. Many people find it exceedingly difficult to admit they need help with a problem.

2. Use the caller’s name frequently. If the caller has given you a first name, remember it and use it frequently during the phone conversation. This helps communicate a sense of caring.

3. Be an active listener. Encourage callers to tell their story and express their concerns and feelings without interrupting or pressuring them to get to the point. Bear in mind that sometimes a caller’s true concerns will come up later in the conversation.

4. Clarify the person’s problem or need. During the course of the conversation, clarify the caller’s problems and expectations. If your group is not likely to meet the caller’s expectations, let the person know and, if possible, refer them to a more appropriate resource.

5. Be clear about your limitations. Be yourself, another person who shares the caller’s problem, and focus on sharing what has worked for you.

6. Share some of your experience. Talk about your own situation only as it relates to the caller’s experience. Refrain from overwhelming callers with your problems.

7. Follow through on promises. If you make any promises, try to follow through as soon as possible.

Encouraging callers to attend group meetings

1. Acknowledge the caller’s concerns. Offer to meet prospective members at the door of the meeting place a few minutes before the meeting begins to help them get acquainted.

2. Describe a typical group meeting. In describing a typical meeting include general information and a description of how a meeting works. This is particularly important for people who are anxious about talking in front of groups.

3. Respect a caller’s decision not to attend a meeting. Let callers decide if and when they are ready to come to a meeting and respect that decision.

4. Set limits on your availability to listen. Keep in mind that your job is to help people take their next step toward helping themselves.

Handling difficult calls and helping callers through difficult situations

1. Unwilling or “unready” to attend a meeting. People dealing with a difficult situation may need to vent their anger and frustration during a contact call.

2. Phone calls at inconvenient times. Always let a caller know that you are sorry that you cannot talk with them at the moment, but that you would be very happy to talk with them when you have the time to really listen.

MEMBERSHIP

Ideas for Recruiting Group Members

• Place notices on key posting areas.

• Print up and distribute one-page flyers about your group. Word of mouth is also important for your group to become known.

• Design a brochure that explains the group’s purpose, activities, services, etc. Plan photocopying or printing.

• Make presentations before appropriate groups.

• Speak to anyone who might make referrals.

• Determine which of these agencies print community or social service directories; contact them and request that your group be included.

• Call your local information and referral hotlines.

• Write a brief notice and ask that it be placed in church bulletins and the newspaper “Community Corner” notices.

• Write a letter to the editor explaining your group’s purpose.

• Write a brief radio spot and send it to local radio stations requesting they air it as a public service announcement.

• Create business cards with your group’s name and a contact telephone number. Carry the cards with you to hand out at the appropriate times.

• Get free advertising by asking for storefront window displays at local shopping malls where stores have closed.

• Get free advertising through the local transit system.

Group Size

The best size for discussion is between six and ten people – less than that doesn’t provide enough different experiences. But, if there are too many more, not everyone will have a chance to take part.

If your group’s interest is in socializing and exchanging information, then you could have as many as 25 people. With a group this large you will also want to have volunteers who are committed to helping with all the tasks that go into running such a group successfully.

Use of an Intake Form

Some group facilitators may wish to use a written intake form, such as the Sample Intake Form on Page 22. The questions on this form are examples of the type of background information a group facilitator may wish to know about group members, in order to plan for topics of discussion. In most cases the form would simply provide a guideline for an intake interview, either by phone or in person, and not be filled in by the individual. Not all questions may be relevant to the particular group, and the information does not need to be asked in any particular order.

IMPORTANT: Whenever information is gathered and a record is kept, the individual must be informed that you are writing down information, and you must get their permission to keep the record. You should tell them that it will be kept confidential and stored in a safe place.

In some cases the information may have been gathered by the chapter resource facilitator and handed on to the group facilitator, with the permission of the individual.

The Intake Form can also be used as a screening tool for group membership.

Screening Referrals to the Group

Membership criteria for an LDA chapter adult support group should be in line with the LDAO definition of learning disabilities.

Support groups often limit their membership to people who have similar concerns. For example, students will have different concerns and ideas about how to help each other than people who are dealing with unemployment or social assistance. If someone wants to join the group but has different issues, it is the responsibility of the facilitator of the group to refer this person to an appropriate group.

If you decide to screen members you may want to consider:

• Deciding how, where and when you advertise the group.

• Being very clear what the group is about and the common experiences you are looking for.

• Telling your LDA chapter resource facilitator the kind of person who would most benefit from your group.

Non-screened groups:

You may decide not to screen your members and this would be up to you and your group. In smaller centres screening may not make sense. Those individuals who want to join a self-help group can do so. Groups who are quite diverse can work well together, and bring enriched experiences to the group and the process. Different groups meet different needs.

Open and Closed Groups

An open group is one where you allow new members to join at any time.

The advantage of an open group is that you will always have new people joining. This can be refreshing to those members who come regularly. People often like to meet new people and hear a new life story. The older members will feel that they have something to offer the new members from their experience being in the group. The presence of a new member can remind long time members how the group has helped them and it can renew the reason for the group's existence.

The disadvantage of an open group is that members have to take time to introduce the new member to the ways of the group. They will have to be patient and listen to some issues that they may have put behind them. New members also may be confused about their role in the group and will need to be reassured that they are welcome. Sometimes a new member with a strong personality may try to dominate the group. This can upset the balance that the long time members have developed.

A closed group is one where you start with a set number of people and you do not allow new members to join until you need to replace those who have left the group, or those who no longer come to meetings regularly.

The advantages of a closed group are that members can become acquainted with each other's personal story. The group can develop a way of being with each other and establish friendships. Members will learn not only about themselves but about the other members as well. This can be a very powerful experience. The common experience of self-understanding that comes from talking together over a few months can allow the group to take on complex problems in a way that would be difficult if there were new members who had not gone through the stages of self-discovery.

The disadvantage of a closed group is that it never gets refreshed with the experiences of new members. The group has to learn to work together to help one another. If a member becomes bored with the process or is not achieving his/her goals this may then challenge what the group is trying to do. Attendance at some meetings may be small because you have finite number of members. You could also discuss running the group for a limited amount of time so everyone knows that it will end on a given date.

GROUP MEETINGS

The First Meeting

• Once you have finished the planning stage, your team will be ready to hold its first meeting. To do this, you all should have chosen roles, so that everyone is clear about what he or she will do.

• On the day of the meeting, the person(s) responsible for refreshments and welcoming new members should set up the snacks and coffee, put up signs to direct people to the right room, open up the meeting room and set up the chairs. The welcomer should be at the door to greet new members and or pass out nametags. Whomever you chose to lead the meeting should know what to say and when. Start on time.

If you don’t know the answers, don’t panic - you are not an expert! Don’t worry about numbers.

Ground Rules for Support Groups

A priority is to create an atmosphere of safety, comfort and support. It takes time to perfect the skills of cooperation, so be patient with yourself and each other as you learn.

• Express your feelings in a non-judgmental way. Make “I statements” such as “I feel sad,”

• Be honest.

• Give feedback or advice only with the other person’s permission.

• Be specific and brief when working on any issue. Get to the heart of the matter as efficiently as possible. Less is better.

• Be specific about what you want: support, feedback, etc.

• When asking for time from the group, stay within the time limits you’ve agreed to. Negotiate for more time if you need it.

• If you have feelings left over from the previous group, express them at the start of the meeting.

• Express your fears and validate the fear of other at the start of the meeting in a safe structured way. The purpose of expressing our fears is to find out what is real about them to take care of them.

• Express appreciation to each other, to facilitators or to the whole group during the meeting and during wind-up.

Stages that Support Groups Go Through

1. In this first stage, affectionately called the first date, everyone will be a little nervous and a little unsure. It’s very important for the group to be clear and organized and open to member input, and for you and your team to give things time to gel.

2. The next stage is like casually dating. People are coming to the group, but are not quite ready to make a full commitment! As people get more comfortable, conflict can arise as power is explored in the group. At the start of every meeting, read out your group guidelines, and make sure everyone has a chance to speak. If conflict starts to become a problem, consult your help list for assistance.

3. The next stage is all about commitment and usually takes place about six to eight months after you start. This is the calm after the storm, when your numbers will probably be down, but your members will be more committed and ready to volunteer their help.

4. The final stage is called separation and should happen to every group. Someone leaves or is ill; a crisis takes place or the leadership changes.

Conflict in Support Groups

1. Start by asking members to define conflict.

2. Next, break into smaller groups of two or three. This is a chance to look at how you personally feel about conflict.

3. Now ask members to discuss sources of conflict in groups.

4. Next break into groups of four or so and do some collective decision-making.

5. Finally, with conflict between two people, you may also want to practice the “putting it on the table approach”.

Procedures for Leadership Development and Transition

• Determine tasks to be shared, such as: timekeeping, check-in

• If the group has chosen a member to take on a task, before taking on the new task, suggest that the group facilitator observe them doing it during a meeting.

• Mentorship of a co-facilitator provides an avenue for smooth transition if the original group facilitator has to leave for any reason.

• Well before a transition, the new facilitator should be co-facilitating or sharing most of the tasks

• As the time to leave draws near, the original facilitator can tell the group that he/she will be available by phone as a consultant to the new facilitator for two to three sessions afterwards.

• The new facilitator can lead the group in saying goodbye at the second last meeting and plan a good-bye celebration for the departing facilitator.

• The new facilitator may call the previous facilitator for consultations for two or three meetings after they leave.

Ideas for Group Meeting Agendas

Agendas

An agenda is a list of topics that will be covered during a meeting. It is a guide for both the facilitator and members. Most support meetings last for two hours.

Check-in (suggested time, 5-15 minutes)

Each member says briefly how they are feeling before the group starts. New members may be introduced at this time. No one interrupts. Always give permission to pass.

Groups sometimes ask an open-ended question here, such as, “How did your week go”, and most of the meeting then gets taken up by hearing from every member with no limits on airtime. We suggest that if you use the check-in, you restrict airtime to 2-3 minutes so as not use all of the meeting time. Check-in time can also be used to go over the group’s guidelines.

Business (suggested time, 10 minutes)

Who is facilitating, timekeeping? Update on last meeting? Unfinished business? Go over today’s agenda-any changes? Additions?

Today’s program (suggested time, 30 minutes)

Groups use a variety of tools, or a combination at each meeting/discussions, videos, activities that inform members and help build their confidence, one-to-one encouragement at and between meetings, advocacy activities, workshops, socializing and problem-solving session to share and or develop coping strategies.

Break (suggested time, 10 minutes)

Evaluation/feedback round (optional, suggested time, 10 minutes)

This is a time to say how you felt about the meeting, bring up tension, unresolved issues, and what has to be changed.

Next meeting plans (optional since you might have long-term goals mapped out. Suggested time, 10 minutes)

Closing (suggested time, 10 minutes)

A warm closing leaves members with a good feeling and a desire to return. Ten minutes may be reserved at the end of the meeting for a conscious closing process, which may include expressions of appreciation. It may involve an evaluation of the meeting. Everyone voice is heard briefly at closure, even if it is to “pass.”

If the goal of the meeting was to work on a problem, remind members in a positive way how much was achieved.

If possible, co-facilitators could meet after the meeting to look at what went well and what might be changed at future meetings.

Proposed Structure for Meetings:

A. Welcome

B. Announcements/housekeeping 5-10 minutes

C. Unfinished business 5-10 minutes

D. Checking in 3 minutes each

E. Rounds, speakers or discussion 45-60 minutes

F. Wind-up 15 minutes

G. Informal social time 10-15 minutes before

or after meeting

Alternatives to Set Agendas in Groups:

The Talking Circle is symbolic of the circle of life. All things are inter-related and everything in the universe is part of a single whole. To gain true understanding of an individual, one has to accept the person as being an equal and a valuable part of the greater whole.

In the Talking Circle participants sit in a circle. A Talking Stick (carved staff) or other power object is passed from one participant to the other in a clockwise direction around the circle. The Talking Stick symbolizes that whoever is in possession of it “holds the floor” and must be respected until they finish with their words and has passed the object to the next person. The principles of the Talking Circle teach an individual active listening skills, balance of thoughts and emotions and memory skills.

The process of passing the Talking Stick continues until all have had their turn, when finally general discussion takes place on subjects revealed in the circle. It is believed that respect is the basic law of life.

• Never interrupt the person who is talking unless invited to do so.

• Speak in your authentic voice.

• Never put another person down, or speak about others in a negative way, whether they are present or not.

Listen with courtesy to what others say, even if you feel that what they are saying is worthless. Listen with your heart.

Ideas for Group Exercises

Check-Ins

Check-ins serves to get people involved in the group.

Purpose:

-To identify and share immediate feelings with the group.

-To put us in touch with each other’s lives.

Time:

Usually 5 –10 minutes.

Procedure:

• Group members share how their week went.

• Group members share how they felt at the end of the last session.

• Group members share something good or exciting that has happened to them since the last time they were together.

Ice Breakers

They may help you to ease nervousness and shyness, and add some laughter to your meeting.

1. Pass the roll

Supplies needed: a roll of toilet tissue.

Activity: Have the members sit in a circle. Pass the roll round the circle asking each person to take some tissue. They may take as many pieces as they wish. After the roll has been passed around the circle once, ask everyone to count his or her pieces. Explain that, for each piece of tissue that a person took, they have to tell a piece of information about themselves as. Go round the circle again with members displaying their tissues and talking about themselves.

EVALUATION

Evaluating Support Groups

Evaluating a support group is difficult. You can review the group-planning questions together and revise them where needed. You can have a discussion at the end of each meeting about what worked and what didn’t, or you can visit your suggestion box every three to six months to identify and sort out challenges. Attendance will go up and down.

Some Conditions for Effective Support Groups

• Groups that are constantly EXPANDING, thus allowing for the older members to model and play the helper role.

• Groups that DEVELOP many LEADERS and helpers with considerable shared leadership.

• Groups that PROVIDE many PAY-OFFS or extra gains, such as media attention, etc.

• Groups that have DEVELOPED strong IDEOLOGIES or missions, whether a social ideology or the A.A. type.

• Groups that have RESOURCES- meeting place, newsletter, funds.

• Groups that have developed strong group TRADITIONS.

• Groups that have developed a strong background of KNOWLEDGE based on the EXPERIENCE of members.

Evaluation: More Formal Methods

Why evaluate?

• Helps to clarify program plans

• Improves communication amongst partners and stakeholders

• Gather feedback needed to improve and be accountable for program effectiveness or impact

• Helps to sustain or expand programs

• Accountability to stakeholders

• To compare program to others

• To assess efficiency of program

Fears of evaluation

• “I don’t know how to do evaluation”

• “I don’t have the time to evaluate:

• “The results may be negative or detrimental to us”

Process evaluation

• What a program intends “to do”

• Looks at the “means” to achieve outcomes

• Activities and actions that occur

• Types and quantity of service

• Descriptive of what occurs

• Quality of services

• Implementation evaluation

Outcome evaluation

• What are the effects or results of the programs and activities

• Can be broken down into long term and short term effects

• Includes an impact assessment

• Summative evaluation

• Can utilize both qualitative and quantitative methods

To evaluate a program the following conditions are required:

• Goals and objectives are clearly defined

• Participants/audience are clearly identified

• Activities are clear and done in the manner outlined

• Linkages between activities and desired outcomes

Steps in planning an evaluation

• Prepare to evaluate (goals, objectives, resources)

• Identify and engage stakeholders

• Design of evaluation

• Develop outline

• Data collection

• Analyze and interpret data

• Development of Report and recommendations

• Disseminate findings

Benefits of participatory evaluation

• Evaluation is grounded in client experience

• Empowering for participants

• Qualitative focus to the evaluation

• Buy in from participants

• Help deepen the understanding of participants

Methods for effective participatory evaluation:

• Allow opportunities for feedback and input at all levels of the evaluation process

• Have consensus on how information will be used

• Allow wide range of participants

MONEY AND FUNDRAISING

If the group has grown and wants to raise funds for a special project, here are some key questions to ask before you venture into the murky world of money and fundraising:

• Okay, do you really need money?

• What do you need money for?

• How much do you really need?

• Do you know how to do a budget?

• Who will look after the money? How might this change the group?

• How do you account to the group for handling and spending the money?

CREATING EFFECTIVE POSTERS AND FLYERS

When to use posters and flyers

The benefits of posters and flyers are that:

• Flyers can serve many purposes

• Flyers can include both introductory and specific information

• You control the distribution

• They are cheaper than many other forms of media

The drawbacks are that:

• The distribution can be time consuming

• There’s a lost of posters out there, many are never read, never get posted or they are forgotten quickly

Keys to success:

Keep in touch with your audience. Invite their input every step of the way:

• To decide on times and places for events

• To ensure that special needs will be met

• To write and design your flyer

• To get tips and help with distribution

Use clear language and design

You put a lot of time and effort into making your flyer; you want it to be easily understood. Try to:

• Use a logical orders in y our design, top to bottom, left to right.

• Limit paragraphs to 3 sentences long.

• Use point form.

• Use verbs.

• Write short sentences.

• Ask for feedback about your material from your intended audience.

• Include the names and logos of organizations that your audience will recognize and relate to.

• Make your distribution on time.

• Posters put up too soon get forgotten or torn down.

• Posters put up too late will not be seen in time.

• Use your resources effectively.

• Follow up with phone calls and/or media coverage.

• In advertising, the rule is that someone has to hear about you 3 times before they begin to listen.

• Personal invitations and encouragement have a strong impact. They let people know they are important.

APPENDIX 1

Sample JOB DESCRIPTION FOR FACILITATOR OF ADULT SUPPORT GROUP

Purpose:

To help individuals with learning disabilities to gain more knowledge of LD and access better services (education, career, health, and mental health) in the region we are serving.

Skills/ knowledge required:

• Minimum of 2 years experience working with LD including at least one year of experience facilitating group(s).

• Excellent group facilitation skills.

• Good knowledge of community resources for adults with LD.

• Strong organizational and communications skills.

• Proven teamwork skills.

• Excellent interpersonal skills including the ability to motivate.

• Ability to work flexible hours.

Accountable to:

Reports to the Senior Staff Member of LDA CHAPTER NAME.

Primary Responsibilities:

• Attend all group meetings [may co-facilitate with the assistance of a trained volunteer]

• Plan and organize group agenda

• Act as the main contact for the group members

• Respond to phone calls from participants, and e-mails or mail materials as required

• Maintain confidential records of calls taken

• Encourage membership

• Manage group discussion so that all members can participate,

• Set appropriate boundaries to discussions

• Help resolve group conflicts

• Evaluate progress of the group

• Create a model for strengthening the group’s capacity in marketing and promotion, and for sharing the agency's experience with other non-profits.

• Be familiar with articles or other materials Chapter has on file that could help participants/members - Keep updated resource list of chapter: books, videos, articles, Literature Kits pertaining to adult issues [with the help/support of the Chapter’s Resource Facilitator]

• Attend outside workshops whenever possible

• Communicate with other organizations that relate to or supplement our objectives

Administrative Responsibilities:

(may be delegated to a group members)

• Create and organize flyers for distribution

• Organize and provide light refreshments for group

• Develop and maintain a list of possible guest speakers

• Co-ordinate guest speakers as needed [schedule AV equipment, handouts]

• Complete administrative tasks connected to the group’s running

Responsibilities of Chapter Resource Facilitator

• Develop and maintain a list of organizations, agencies and individuals interested in information regarding adult issues [secondary school guidance counsellors, disability services offices at colleges & universities, marriage/family counsellors, tutoring agencies, public libraries, psychologists, psychiatrists, continuing education providers, literacy agencies, etc…in the region]

• Provide information regarding assessment, placement and special education process within post secondary education systems [College/University/Trades]

• Maintain knowledge of current software or other accommodations or programs that could be beneficial, using books, videos and Internet as source

• Have a working knowledge of all relevant legislation at provincial and local level as it pertains to adults with LDs

APPENDIX 2

Sample ADULT SUPPORT GROUP INTAKE FORM

DATE: _______________

NAME: ____________________________________________ AGE: _____________

ADDRESS:_____________________________________________________________________________________________________________________________________________________________________________________________________________

TELEPHONE #: ____________________________ EMAIL: ______________________

EMERGENCY CONTACT: ______________________ (phone #) ________________

EDUCATION

What is the highest level of education you have obtained (or are currently pursuing)?

a. High School-

b. College- Program__________________________: length ____ yrs Diploma received? ___

c. University- Program Major ____________________________: length ____yrs

Degree received? ___

d. Other?

e. Currently pursuing:___________________________

What Barriers to education or issues did you encounter during your studies?

a. Lack of resources available (no extra support given)

b. Lack of understanding of material presented

c. Easily Distracted / Problems Concentrating

d. Literacy Issues (explain) _____________________________________

e. Physical issues (explain) ____________________________________

f. Bored Easily

g. Other (explain) _____________________________________________

EMPLOYMENT BARRIERS: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LIVING CIRCUMSTANCES:

Living Arrangements: Independent-

Parents-

other-

Source of Income:

Employed (length of employment) - _______

E.I. –

O.D.S.P. -

Ontario Works –

Worker’s Compensation-

C.P.P. –

Other/ None- _________________

Do you have a formal Diagnosis of a Learning Disability?

Yes___

No___ If No why do you feel you have a LD? __________________________________

Age Diagnosed ____

Most Recent Assessment _____________________

Diagnosed by: __________________________________________________________

SELF-AWARENESS

What is you understanding of your learning disability?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How has your disability impacted your life; socially, economically and emotionally?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What do you see as your greatest strengths? (all areas of your life)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What areas do you have difficulty with?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What accommodations have you made to handle these difficulties?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Are you satisfied with the results of these accommodations? Yes___ No____: If no what would you like to see changed or do differently?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

OTHER FACTORS THAT MAY AFFECT LEARNING:

(a) Medical Conditions/ Mental Health Issues: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(b) Prescribed Medications: ________________________________________________

(c) History of Drug/ Alcohol use or Abuse: ____________________________________

(d) Any other information that you would like to provide at this time? __________________________________________________________________________________________________________________________________________________________

EXPECTATIONS

What are you looking for in coming out to a support group? - Please place in priority sequence (what’s most important to you #1- what’s least important to you #5

__ Skills to apply to life situations

__ Opportunity to learn something new

__ Opportunity to socialize and meet new people

__ Something to pass the time

__ A chance to get some feedback from others on how you handle situations

Other:__________________________________________________________________

HOW DID YOU HEAR ABOUT OUR ADULT SUPPORT GROUP?

_______________________________________________________________________

APPENDIX 3

Sample STATEMENT OF CONFIDENTIALITY AND ANONYMITY

“As a member of ______________, I understand the group operates on a support basis, and that all members are required to adhere to the following rules:

• Under no circumstances will any member repeat or convey, in any manner, information, which could identify group members in the community.

• No verbal/written words or statements arising from group members will be used to damage or slander the reputation of any participant or members of their families.

• Absolute confidentiality is a requirement for all participants.

• If a member ceases to maintain membership in the group, the rules set out herein continue to be binding and valid.

• I realize this is a self-help, non-profit group. I seek assistance for myself and in so doing, pledge that I will also help others within the group during meetings and must respect and maintain the confidentiality of the group at all times.

APPENDIX 4

References

How to Start and Run Your Own Self Help Group for Adults with Learning Disabilities, LDAO 1996

A Review of Research on the Effectiveness of Self-Help Mutual Aid Groups.

Drs. Kyrouz and Humphreys at Stanford School of Medicine.

Confidentiality in Self-Help Support Groups; .

New Jersey Self-help Group Clearinghouse. .

Ontario Self-Help Network/Self-Help Resource Centre (416) 487-4355; Making it work! Gillian Kranias; .

Self-Help Groups. .

Self-help: How-to Manual for Self-help Groups; .

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