Self-help/mutual aid group overview 134

Self-help/mutual aid support groups are conducted and managed by the people within the group. Self-help/mutual aid support groups are also referred to as mutual support, mutual aid groups (Hernández-Plaza et al., 2006), peer support groups (Helgeson & Gottlieb, 2000), or commonly, self-help/mutual aid support groups (Seebohm et al., 2013). Self-help/mutual aid, or peer support groups are focussed on the assembly of support processes at the social network level (Hernández-Plaza et al.). That is, self- help/mutual aid support groups create a peer culture that is based on mutual aid,

disclosure, and a sense of belonging that comes from mutual identification (Helgeson & Gottlieb, 2000; Seebohm et al.). In addition, self-help/mutual aid support groups can be described as member-governed, voluntary associations of people, who share a common problem, who rely on experiential knowledge to cope with, or mutually solve their concerns (Borkman, 1990; Wituk & Meissen, 2008).

Self-help/mutual aid support groups are often appropriate approaches to overcome individuals’ difficulties because they encourage people to share experiences and express feelings (Helgeson & Gottlieb, 2000; Seebohm et al., 2013). The expression of feelings

can lead to validation and provide opportunities for mutual assistance. Expressions of feelings also help to connect people in the group. Connection with people in the group can foster a sense of belonging. When a person has a sense of belonging, they are more likely to perceive and receive emotional support. Information gained from others in the group may also help an individual to cope more effectively with their problem. Consequently, the information obtained from others within the group can also help to normalise an

individual’s experiences. Normalisation of the experience can lead to an increase self- esteem (Helgeson & Gottlieb; Seebohm et al., 2013).

Kurtz also contended the self-help support group’s purpose may be for personal, societal change, or both can be achieved through the use of the group’s ideologies, should the groups have an ideological basis. Further, a self-help support group’s leadership, if any, originates from the group’s membership. Moreover, group members’ participation and contributions are voluntary, so no fees are not usually charged. In addition,

professionals do not often have a role in a self-help support group, unless participating as group members. Additionally, boundaries of the self-help support group include all who qualify for membership by experiencing the problem or condition (Kurtz). Moreover, self- help support group meetings are often unstructured, (Kurtz). This is because most self-help support groups are not professionally facilitated, as the meetings are conducted by the group members who are often peers (Kurtz, 1997).

Peers share a feature or function within a social group (American Psychological Association, 2009). Peers in a self-help support group are likely to share similar

experiences (Kurtz, 1997). Self-help/mutual aid support groups allow natural care giving to occur, and for new behaviours and competencies to be developed and shared by those within the group (Gullotta, 2005). Similar to professionally led support groups, self-

who have problems in common with other group members (Seebohm et al., 2013).

Different criteria apply for different self-help support groups. (Kurtz). To be a member of the parent self-help/mutual aid support group that will be discussed in the current research, has only one criteria, and that is that the attendees is a parent of a gifted child.

In contrast with structured support groups with limited time frames, self- help/mutual aid support groups often run for an indefinite period and may involve advocacy (Helgeson & Gottlieb, 2000; Seebohm et al., 2013). Moreover, individuals can join the self-help/mutual aid group at any time, and the group members can attend as desired throughout the life of self-help/mutual aid groups (Tourigny & Hébert, 2007). A principal characteristics which may shared with structured support groups and self-

help/mutual aid support groups, is the ‘helper therapy principal’ as contended by Reissman (1965).

The ‘helper therapy principle’ by Reissman (1965) suggested the more group members help others, the more they help themselves. Further, Hansen (2001) asserted that shared experience is the basis, or rationale, for group membership. With the sharing of experiences, individuals tend to feel understood and not psychologically alone. Feeling understood and not psychologically reduces an individual’s defensiveness and also

encourages self-revelation. Helpers feel increased self-confidence, receive social approval, reinforce desirable role behaviour, and also gain a greater level of objectivity about their problem, within the support network (Hansen). Moreover, Hansen suggests that the support network is where the self-help support group members receive positive

reinforcement, by way of praise or compliments at the meetings, which can be extended beyond the meetings with other group members. In addition, Hansen also suggests that information sharing in a support group setting, refers to the positive benefits that come from receiving information and advice about the problems the group members are dealing

with (Hansen). Another factor concerned with self-help support groups is finding models. Finding models refers to the self-help support group members learning coping strategies from other (model) group members (Hansen). Also, gaining feedback is a factor. This is where in the openness and honesty that characterises self-help support groups, the group member’s behaviour is likely to be observed and commented on. Because the feedback occurs in a supportive group environment, it has the effect of helping people to find their way to their solutions (Hansen). The seventh factor particular to self-help support groups is learning special methods. With some self-help support groups learning special methods can involve learning special procedures or techniques which provide a structure for coping which can be helpful for the support group members (Hansen).Last, other cognitive factors that may have helpful effects include increasing self-understanding, gaining an improved self-image, expanding possible alternative choices, and redefining accepted norms (Hansen).

It can also be said that most support groups can improve interpersonal exchanges of informal resources and develop abilities to solve shared problems which aides with the development of community empowerment (Hernández-Plaza et al., 2006).

Empowerment refers to the process through which individuals and groups obtain greater control over actions and decisions which affect their well-being (Kirch, 2008). Empowerment is a process through which individuals express their concerns, present their needs, and devise strategies for decision-making. In the context of support groups,

individual empowerment refers to the individual’s ability to make decisions and control their personal life, whereas community empowerment refers to individuals acting collectively to gain greater influence and control, over health and quality of life within their community (Kirch).

Thus, it has been shown that self-help/mutual aid support groups have many positive effects and benefits for the group members (Forsyth, 2009; Gray et al., 1998; Helgeson & Gottlieb, 2000; Seebohm et al., 2013; Wituk & Meissen, 2008). In addition, they are often run by volunteers, rather than professionals (Forsyth; Wituk & Meissen, 2008). Moreover, support group members help each other to effectively cope with difficult experiences and stressors in the environment (Bliese & Britt, 2001). A self-help/mutual aid support group may assist with lowering an individual’s levels of stress, and reduce the need for more formal psychotherapeutic support (Helgeson & Gottlieb, 2000; Munn- Giddings & McVicar, 2006; Seebohm et al., 2013). If the self-help/mutual aid group has leaders or facilitators, they are unlike therapy groups leaders, because the self-help/mutual aid support group does not make diagnostic assessments or engage in any clinical practices (Helgeson & Gottlieb, 2000). Yet facilitation is a key factor with self-help/mutual aid support groups, and will be outlined in the next section.