Mutual support and consensual validation 130

The constructs of mutual support and consensual validation are especially salient with support groups and self-help/mutual support groups. In a group setting, mutual

support refers to group members offering and receiving help from each other that is related to their common experiences and problems (Gitterman, 2006). As previously advised, consensual validation refers to the need of individuals to know the things they perceive and experience, are perceived and experienced similarly by others (American

Psychological Association, 2009; McMillan & Chavis, 1986). Further, consensual validation is the process of achieving a collective opinion or agreement among others (Westmoreland, Wesorick, Hanson, & Wyngarden, 2000). Moreover, Yalom (2005) considered consensual validation to be a “particularly important concept in group therapy” (p. 22). Consensual validation is important because it assists individuals to validate and confirm their notion of reality, when compared with the perceptions and concerns of others (McMillan & Chavis, 1986). It can also assist with reducing individuals levels of distress (Baum, Fisher, & Solomon, 1981). The lack of social validation and consensual validation

can be detrimental (Westmoreland et al., 2000). This is because it can change an

individual’s perception of reality and other people in a negative way (Westmoreland et al.). After experiencing consensual validation (McMillan & Chavis, 1986) in an existing support group, new support group members can be provided with more insight and

opportunities regarding their issues and concerns (Fusco et al., 2013). Therefore, the behaviours a group engages in, where a group consensually validates its members, also assists with the creation of the groups norms (McMillan & Chavis). Should individuals freely choose to conform to the norms, their need for consensual validation will act to strengthen community norms (McMillan & Chavis). Some people receive consensual validation from their involvement with a range of support groups and programs; these support groups include twelve step support programs (Galanter, Castaneda, & Franco, 1998). As twelve step programs are a type of support group, an investigation of twelve step programs will be undertaken next.

6.6.1   Twelve step support programs

Twelve step programs are said to be well accepted for individuals dealing with illnesses and diseases. Indeed, twelve step programs are social interventions that can be applied to diseases, including drug addictions and alcoholism (Kurtz & Fisher, 2003). A range of twelve step programs exist which are focussed on various other illnesses, situations and circumstances(The Sponsors Aide, 2012). In addition to diseases, twelve step programs have also been developed for those who have experienced trauma, abuse, anorexia, problem gambling behaviours and people with cancer (The Sponsors Aide). Twelve step programs aim to change behaviours and encourage the empowerment of the individuals who attend (Ajri & Sabran, 2011). People seek structured social assistance for dealing with a range of difficulties and conditions (Messeri, Silverstein, & Litwak, 1993). Yet giftedness is a state of possessing a great amount of natural alibility, potential or

intelligence (American Psychological Association, 2009). Such attributes would not usually be considered a in need of treatment or an applicable twelve step program. Nevertheless, a ten step program exists for parents of gifted children. The Supporting Emotional Needs of Gifted (SENG) program is a topic based program that is conducted by professional facilitators and will be investigated in the following section.

6.6.2   The SENG program

The SENG parent group program is aimed at highlighting the social and emotional needs of gifted children by assisting parents to develop and manage their gifted children (Blackett & Webb, 2011; Webb & DeVries, 1998, 2007). The SENG program typically holds group facilitated meetings once a week over a fixed ten week period (Webb & DeVries). A set of different topics involving giftedness is covered each week. In a class style environment, the trained facilitators model desired behaviours and strategies for parents to trial and adapt while they raise their gifted children (Blackett & Webb). The SENG program’s stance is that challenges can be overcome; and barriers can be reduced, or removed, by empowering parents with the knowledge gained from the program

(Blackett & Webb). Although the SENG program has some advantages, some disadvantages can also be discerned.

As part of her doctoral study, Adler (2006) established a formally structured support group for parents of gifted children. This support group followed the Supporting Emotional Needs of the Gifted (SENG) model, devised by Webb and DeVries (1998, 2007). The findings indicated that the SENG support group did not have a significant effect on parents’ knowledge of giftedness, their gifted child’s special needs, parents’ relationship with their children, or confidence in parenting their gifted children (Adler).

In addition, the SENG support group, as a formal support group has a closed membership. A closed membership can be beneficial for a specific program to run, but can

lack flexibility for members to come and go as they wish (Kurtz, 1997). Also, the fixed duration of 10 weeks does not allow parents to attend if the time frame does not fit the parents’ schedule. However, not all forms of social group assistance are so formally structured. Social group assistance can have various formats and also be less structured (Kurtz).

Parents of gifted children seek assistance dealing with the difficulties and

experiences associated with raising their gifted children (Alsop, 1997; Fisher, Kapsalakis, et al., 2005; Fisher et al., 2006; Free, 2006, 2009). Mutual support and consensual

validation (McMillan & Chavis, 1986) are important factors in helping individuals to cope with difficulties and can be found in self-help/mutual aid support groups (Fusco et al., 2013).