Spring 2026 SOWK 487w Week 12 - Therapeutic Group Models - Mutual Aid Groups

Spring 2026 SOWK 487w Week 12 - Therapeutic Group Models - Mutual Aid Groups

title: Spring 2026 SOWK 487w Week 12 - Therapeutic Group Models - Mutual Aid Groups date: 2026-04-08 09:12:33 location: Heritage University tags:

• Heritage University
• BASW Program
• SOWK 487w presentation_video: > “” description: >

Agenda: Plan for Week 12

• What are mutual aid groups
• Dynamics of mutual aid groups
• The phases of helping within the mutual aid process
• Facilitation of mutual aid

Attention Getting - Transgender Support Group meeting

This video features what could be characterized as a Mutual Aid modeled group.

[Whole Group Activity] Watch and Discuss Video Clip

Watch Oprah Winfrey Network (2011) Discuss: While there was not much watching the psychologist facilitate the group, what are some things you might have seen that would apply to mutual aid? What would be some things that you saw the facilitator do?

Components of building a trauma-informed PLC

I want to go through and share my research. We will be talking/relating to some of the elements of mutual aid throughout today and here is an overview of it.

The following graphic describes all of these components that I have gone through and reviewed. They include the foundations of:

• Following a mutual aid model
• Incorporate an Interdisciplinary Framework

The themes of

• Understand How Trauma Impacts Students
• Limiting Re-Traumatization Within the Classroom
• Methods for Increasing Resiliency Factors for Students
• Engaging in Self-Care and Burnout Prevention to Reduce the Impact of Secondary Trauma
• Evaluate and Implement Ideas for Promoting Systematic Changes Within a Classroom and School-Wide
• Develop a Tool or Recommendation for How Other School Staff Could Create Similar Growth in Other Schools

And the learning strategies of

• Engage in the Process of Reviewing Practice Together for Development
• Use Idea Generation to Develop New and Novel Ideas
• Integrated Self-Care Practices Into Groups and Encourage Use to Reduce Compassion Fatigue
• Use Storytelling to Make Meaning and Develop Cohesion
• Include Scholarly Sources and Develop Connections to Evidence-Based Practice
• DefineConcepts as a Group to Enhance Understanding
• Review Protocols for Professional Socialization

Implementing a group focused on trauma-informed care through this format might be an unexpected idea to some. During the orientation meeting, there was a school admin who joined the orientation meeting. They later reached out to me and shared they could not participate in the PLC at this time due to the time commitment. During the orientation, she commented that she hadn’t realized that it was an orientation for an ongoing PLC-style group. She had believed the training would follow a more traditional sit-and-get training, and the commitment was joining for an hour-and-a-half presentation.

I hope this project will provide an avenue for new ways of learning about trauma-informed care practices in schools that can also come from the PLC and the classroom.

(Campbell, 2023)

Support Group using Mutual Aid

The participants of my study described feeling like our PLC had the look and feel of a mutual aid group. The literature around PLCs rarely focuses on the mutual aid aspects of a PLC. In examples when they do discuss it, it might be focused on resources and supplies.

Group members shared that they felt like our group was a support group in a more therapeutic sense. Shaniqua went right out and stated “it’s like a support group.” Angelica described feeling like “I don’t have a place that I feel comfortable” but how she felt comfortable with us in our group. Emily added that this group has been a positive outlet to address things and be around people with the “same mindset.”

When we took the ProQOL most all of the members scored a medium on either burnout or secondary traumatic stress (or both). The medium score mean that it is effecting you and your work to some extent and consistent with other staff in behavioral programs we have elevated levels of compassion fatigue.

Being a support group seems necessary. Some of the roles and functions we used in this support group included those described by Kurtz (2017)

• A facilitated the group
• Group engages in consulting, linking, and supporting
• Maintaining helping factors that includes promote feelings of similarity, acceptance, and support

(Campbell, 2023)

Dynamics of Mutual Aid: Creating Many Helping Relationships (1 of 10)

We will talk about each of these individually, but as an overview the following are all the dynamics used in mutual aid groups:

• Sharing data
• “All-in-the-same-boat” phenomenon
• Dialectical process
• Discussing taboo areas
• Developing a universal perspective
• Mutual support
• Mutual demand
• Individual problem-solving
• Rehearsal
• “Strength-in-numbers” phenomenon

(Shulman, 2020)

Sharing Data (2 of 10)

One way that mutual aid is enacted is through sharing data with group members. This data can be:

• Life Experiences
• Knowledge
• Views
• Values

(Shulman, 2020)

In my study, there were examples of:

• Navigating systems
• Specific experiences etc. -> Type of professional socialization.

(Campbell, 2023)

All in the Same Boat (3 of 10)

One way the mutual aid model works and a way of conceptualizing it is the idea of helping people to realize that we are all in the same boat.

• Expands members perspectives
• Helps members universalize their life struggles
• Raise level of consciousness to expand their perspectives
• Develops group empathy support

(Shulman, 2020; Gitterman, 2017)

Participants felt connected by all working with the same population and having very relatable experiences.

(Campbell, 2023)

Dialectical Process (4 of 10)

Mutual aid groups often follow a dialectical process where

Group members can listen as one member presents the thesis and the other the antithesis. As each member listens, he or she can use the discussion to develop a personal synthesis (p. 347)

Dialectical can be defined as:

1. relating to the logical discussion of ideas and opinions: dialectical ingenuity.
2. concerned with or acting through opposing forces: a dialectical opposition between artistic translation and transcription.

(Shulman, 2020)

In my study, I saw this where there were different opinions about what actions might be taken

(Campbell, 2023)

Discussing a Taboo Area (5 of 10)

Often these groups can be a space where taboo topics are discussed

“A mutual-aid process in which one member enters a taboo area of discussion, thereby freeing other members to enter as well” (p. 375)

(Shulman, 2020)

In my study

Example of the backpack kid

• Example of challenging situation that wasn’t handled in the best way, but still shared
• Open the door for people to share more and be real

It feels very connected to all in the same boat

(Campbell, 2023)

Developing a Universal Perspective (6 of 10)

The mutual process often provides an opportunity for members to develop a universal perspective.

“A mutual-aid process in the group in which members begin to perceive universal issues, particularly in relation to oppression, thus allowing them to view their own problems in a more social context and with less personal blame.” (p. 384)

• A special case for “all-in-the-same-boat.”
• Can be related to oppression and recognizing the systematic nature
• Fits within the concept of consciousness-raising groups

(Shulman, 2020)

Another aspect of my research, the group really functioned as a way of professional socialization and developing language and what are standard practices together.

(Campbell, 2023)

Mutual Demand (7 of 10)

Mutual aid groups provide a space for people to put expectations on group members. This can be referred to as mutual demand:

“A mutual-aid process in which group members offer each other help by making demands and setting expectations on personal behavior.” (p. 379)

We also think about mutual support which includes the the acceptance and caring of the group

(Shulman, 2020)

Individual Problem Solving (8 of 10)

Often mutual aid group are a space to address and support problem solving. This happens in a number of ways:

• Make individual associations
• Share feelings and connections with group members
• It is easier to see the problems of someone else than the self
• The learning process to improve problem-solving.

(Shulman, 2020)

This problem-solving was a frequent aspect of talking about our students and the challenges they faced with them.

(Campbell, 2023)

Rehearsal (9 of 10)

“The group becomes a safe place to risk new ways of communicating and to practice actions the group member feels may be hard to do” (p. 381)

(Shulman, 2020)

“Strength-in-Numbers” phenomenon (10 of 10)

The mutual-aid process in which group members are strengthened to take on difficult tasks (such as challenging agency policy) through the support of other group members

(Shulman, 2020)

Tasks, Methods, and Skills Used in Mutual Aid Groups

Some of the tasks, methods, and skills used for the Mutual Aid Model are…

• Directs group members to each other
• Identifies and focuses on salient themes
• Encourages and reinforces cooperative mutual support norms
• Engagement members to participate in collective activities
• Give participants the ability to do rehearsal

Mutual Aid for Students Role Play

We are going to do an activity, and have all of you have the opportunity to facilitate a mutual aid for students group.

[Small Group Activity] Mutual Aid for Students Role Play

• Divide the class into three groups

Consider:

• Directs group members to each other
• Identifies and focuses on salient themes
• Encourages and reinforces cooperative mutual support norms
• Engagement members to participate in collective activities
• Give participants the ability to do rehearsal

Implement

• 10 Minutes each facilitator

Vulnerable and Resilient Populations

Mutual Aid is used with many different populations that are both vulnerable and resilient. Any population that is

Isolated and physically and emotionally challenged group members

In the literature, there is research on the following:

• People dealing with traumatic experiences
• Grief
• AIDS
• People with mental health difficulties
• Healthcare settings
• People with alternative sexual orientation
• Immigrants and refugees
• People contending with intimate partner and other violence
• Sexual abuse
• Homelessness
• Older elderly people and their caregivers
• Isolated and physically and emotionally challenged group members

(Garvin et al., 2017)

Mediating Function (1 of 2)

Schwartz is prolific in writing about doing group work, and he looked at doing social work with groups as a interactionist model.

Schwartz would describe that groups are organic whole and dynamic systems.

The social worker effects and is affected by the environment of the group.

He proposed that groups of people working together move towards “health, growth, and belonging”

This mediation function of social work is to mediate the transactions between the group and societal institutions and between individual members within the group.

(Schwartz, 1961 as cited in Gitterman, 2017)

Mediating Function (2 of 2)

• Deal with external, environmentally induced stressors
  • How does the facilitator navigate between identify with the group and the agency
  • How does the facilitator make sure that there aren’t other external stressors for participants.
• Deal with internal interpersonal induced stressors
  • Managing dysfunctional communications
  • Relationship patterns (withdrawal, factionalism, alliances, scapegoating)
  • Identify patters of behavior and encourage members to change behaviors

(Schwartz, 1961 as cited in Gitterman, 2017)

Ten Common Obstacles in Mutual Aid Groups

• Not for this (group/place/type of person): Look at how mutual aid can be used verses if… even if to a limited degree
• The group does not seem to have any sense of we-ness: Facilitators role in helping to develop common ground
• The group has no clarity or direction: Focus and continue to bring up the purpose of the group
• A hidden agenda drives the facilitator’s actions: The worker needs to be honest and straightforward with prospective group members about (1) the needs being addressed, (2) the group’s potential as a mutual aid mechanism
• Norms counterproductive to mutual aid seem to dominate group process: The antidotes to this obstacle are as follows: (1) We need to set into motion those norms that we know will promote mutual aid, such as shared leadership, risk-taking/self-disclosure, and reaching for authentic expression, even if doing so promotes conflict; and whenever members engage in these norms, we must point them out and praise them for it (2) If a counterproductive norm does crop up, we must quickly “bust” that norm, as stated above, and explain to the group what we are doing and why. It is not enough to break the norm. An explanation must accompany that Individual problem-solving leaves most members silent most of the time. Bring people into the discussion and self-reflect about how we do at engaging.
• Central authority dominates the process: working with—not running or doing—a group
• Too much sameness/not enough stimulation in the group: Introduce different ways of thinking, promote differences,
• No sense of apparent progress in achieving the group’s purpose: Look at framing for what success is, look in terms of the quality of the group work, not always productivity, solicit examples of success from members

Phases in Mutual Aid Groups

[Small Group Activity] Phases in Mutual Aid Groups Read and Reflect

Working in small groups, discuss the following:

In what ways did the group leader help move the group from the beginning through the ending and transition phases of group work?

Phases of Helping

There are four interrelated helping phases…

• Preparation Phase
• Contract Phase
• Work Phase
• Ending Phase

(Schwartz, 1971 as cited in Gitterman, 2017)

Preparation Phase

Preparation Phase: The worker with lay the groundwork for the implementation of the group.

• Organizational and work preparation
  • i.e. is it planned who, what, where, when, how etc.
  • What is it going to look like
• Group dynamics and functions preparation
  • i.e. Groups size, focus, needs, etc.

(Schwartz, 1971 as cited in Gitterman, 2017)

Contract Phase

Contract Phase: Getting buy in for the group

• Worker helps group reach a common agreement that is clear and mutual agreement.
• Obtaining member reactions to services

(Schwartz, 1971 as cited in Gitterman, 2017)

Work Phase

Work Phase: The implementation of the mutual aid

• Finding, through negotiation, the common ground between the requirements of the group members and those of the systems they need to negotiate
• Detecting and challenging the obstacles to the work as these obstacles arise
• Contributing ideas, facts, and values from his or her perspective when he or she thinks that such data may be helpful to the members in dealing with the problems under consideration
• Defining the requirements and limits of the situation in which the client-worker system is set.

(Schwartz, 1971 as cited in Gitterman, 2017)

Ending Phase

Ending Phase: All groups end

• Managing feelings
• Future planning

(Schwartz, 1971 as cited in Gitterman, 2017)

Facilitation

When a mutual aid model group is being facilitated, it is much closer to a nonfacilitated group than an EBP group with specific and lots of facilitator directions.