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 þ I want to attend the group meeting, but I cannot find anybody to take care of my child. Alternative A ù I call a friend and ask her to babysit and in exchange I'll babysit for her tomorrow. Alternative B ù I bring my daughter with me and have her draw while I participate in the group. Suggested situations can include: þ I cannot protect my rights at work because I lack adequate communication skills. þ I cannot go on a job interview because I lack transportation and do not know how to get there. þ I would like to engage in a recreational activity or hobby but because of my physical limitation I feel I cannot. þ 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. þ 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 þ Provides accurate information of my contact with my network; þ Lets me know when I need to contact someone again; þ I can determine when I need to take a break; þ I can feel good about myself because I am using my social support and I am trying; and þ I can see who I haven't contacted in my network. CONS þ It won't work because I won't write in it each time I use my network; þ I will feel bad when I see no one has returned my call; þ It will depress me when there is no activity; and þ 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 ú I won't go because maps are confusing. ú I am afraid. DOER ú I can ask a friend for directions. ú I can call for information. ú I can go there earlier to find the place. What will happen?/How will I feel? VICTIM ú I missed the interview. ú I feel terrible. DOER ú I made it and know what happens in a job interview. ú 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 ù I can go to an office such as Rehabilitation Services Administration where I can find people who can understand my problem and offer suggestions. ù 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.).  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