Spring 2025 SOWK 487w Week 12 - Therapeutic Group Models - Mutual Aid Groups

Dr. Jacob Campbell

The image is a presentation slide displaying an agenda for Week 12. It lists topics: mutual aid groups, their dynamics, phases of helping, and facilitation.

A wooden U.S. flag background features bold text: 'OUR AMERICA WITH LISA LING.' Below, in a yellow banner, it reads: 'Our America with Lisa Ling, Transgender Support Group Meeting.'

**Object**: Diagram**Action**: Describes components and strategies**Context**: The presentation slide details 'Components in Building a Trauma-Informed PLC,' highlighting learning strategies and themes. It includes self-care, evidence-based practices, resiliency, and systematic change. Key strategies are 'Follow Mutual Aid Model' and 'Incorporate an Interdisciplinary Framework.'

A slide presents information about a support group using mutual aid, featuring quotes from members expressing comfort and support. It describes facilitator roles and emphasizes trauma-informed practices.

The slide lists elements of 'Dynamics of Mutual Aid' under 'Creating Many Helping Relationships,' such as sharing data and mutual support. Source is Shulman, 2020.

A group of seven people sits in a circle, engaging in discussion, within a warmly-lit room. The slide's text reads: 'Sharing Data: Life Experiences, Knowledge, Views, Values.'

Cartoon figures row a boat together on the ocean, waving a flag. Text highlights the 'All-in-the-Same-Boat' phenomenon, explaining group empathy, perspective expansion, and universalizing struggles.

The slide features text on a pink background explaining the 'Dialectical Process' with definitions and descriptions. It mentions thesis, antithesis, and synthesis in group discussions, referencing Shulman (2020, p. 347).

A 'Do Not Enter' sign displays spray-painted eyes on a red background, partially obscured by foliage. Text reads, 'Discussing a Taboo Area' and 'A mutual-aid process in which one member enters a taboo area of discussion, thereby freeing other members to enter as well' (Shulman, 2020, p. 375).

The image features a globe icon next to the text 'Developing a Universal Perspective.' It explains a mutual-aid process for perceiving universal issues, particularly in oppression. Points include recognizing systematic nature and consciousness-raising groups. (Shulman, 2020)

A bold, black, two-headed arrow points diagonally on a white background. Text nearby reads: 'Mutual Demand,' describing mutual aid with expectations, and 'Mutual Support,' referring to group acceptance. (Shulman, 2020)

A yellow desk lamp shines rightward on a blue background. Text reads: '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.' Bottom text: '(Shulman, 2020).' A black section reads: 'Individual Problem Solving.'

A pair of red theatrical masks representing comedy and tragedy are shown beneath the word 'Rehearsal.' Beside them, a quote discusses group dynamics in communication and practice.

A row of colorful raised hands symbolize unity. The slide text discusses mutual aid in group tasks, highlighting the 'Strength-in-Numbers' phenomenon for challenging agency policy.

The slide lists tasks and skills for Mutual Aid Groups, including directing members, identifying themes, reinforcing support norms, engaging in activities, and rehearsing. Text cites 'Gitterman, 2017.'

A building with 'Columbia Basin College' signage, behind a brick wall. An overlaying text box reads: 'Facilitate a group to help facilitate mutual aid of the members focused as a group of students. 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.' The headline reads 'Mutual Aid for Students.'

Title: 'Mutual Aid Groups: Vulnerable and Resilient Populations.' Lists populations including those dealing with trauma, grief, AIDS, mental health, alternative sexual orientation, immigrants, violence, abuse, homelessness, elderly care, and isolation. (Gitterman, 2017)

A silhouetted social worker stands beside arrows symbolizing an 'Organic whole, dynamic system,' leading to 'Health, growth, & belonging.' Trees represent the 'Environment.' Text reads 'Mediating Function.'

A scale diagram balances 'External Mediation' and 'Internal Mediation.' Below, labeled ovals read 'External Environmental Stressors' and 'Internal Interpersonal Stressors.' Title: 'Mediating Function.' Source: Schwartz, 1961.

Slide listing ten obstacles in mutual aid groups. Points include lack of clarity, hidden agendas, dominant authority, silent members, and lack of progress. Cited as (Steinberg, 2014).

The image features a presentation slide with text. On the left, it discusses 'Phases in Mutual Aid Groups,' prompting group discussion on the leader's role in transitions. The right shows a 'Case Study 7-1' on mutual-aid support for AIDS in substance recovery by Lawrence Shulman, with bibliographic reference '(Shulman, 2014).'

The slide features four red boxes labeled 'Preparation Phase,' 'Contract Phase,' 'Work Phase,' and 'Ending Phase,' stacked vertically with an arrow pointing downward, under the title 'Phases of Helping In a Mutual Aid Group.'

A diagram shows a funnel with stacked phases: 'Preparation Phase,' 'Contract Phase,' 'Work Phase,' and 'Ending Phase' in a presentation on 'Phases of Helping' in a mutual aid group. Text includes: - Organizational and work preparation- Group dynamics and functions preparation(Schwartz, 1971 as cited in Gitterman, 2017)

Arrow diagram displays four stacked phases: 'Preparation Phase,' 'Contract Phase,' 'Work Phase,' 'Ending Phase,' indicating progression. Text describes clear, mutual agreement and member reactions to services. (Source: Schwartz, 1971 in Gitterman, 2017)

Flowchart depicts 'Phases of Helping' in a mutual aid group. Stages: Preparation, Contract, Work, Ending. Key actions: find common ground, detect obstacles, contribute, define limits. (Schwartz, 1971 as cited in Gitterman, 2017).

A flow chart with four colored arrows labeled 'Preparation Phase,' 'Contract Phase,' 'Work Phase,' and 'Ending Phase' describes a process. Nearby text states 'Managing feelings' and 'Future planning.' (Schwartz, 1971 as cited in Gitterman, 2017).

A blue arrow labeled 'Mutual Aid' points right with 'Non Facilitated' on the left and 'Highly Facilitated' on the right, under the title 'Amount of Facilitation In Mutual Aid Groups.'

A presentation slide titled 'A-03: Research Paper to Inform Group Practice' outlines tasks for students: discussing findings, examining relationships, applying examples, and understanding theoretical frameworks in human behavior and interventions.

The image is a table comparing 'Description' and 'Highly Developed' criteria for research papers. It includes categories like use of peer-reviewed research, translating research, applying theories, and APA formatting. Annotations explain HSBE theories.

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