Implementation

Partnering With Families Affected by Concurrent Disorders - Facilitators' Guide

In Implementation:

Role of facilitators

The role of facilitators in an education and support group is primarily one of guiding and trusting in a process where, based on our experience, remarkable individuals are motivated to come together to give and receive support. The motivation of group participants tends to come from:

frustration related to a perceived lack of information and support in their experiences to date, particularly their dealings with service providers, as well as their involvement with the ill family member
deep feelings of commitment and concern with finding solutions to the problems that have been affecting their families.

Successful facilitators will be guided by a continuing respect for these motivating forces, as well as by their understanding of group dynamics and interpersonal processes.

We encourage the use of two facilitators, but the group can be led successfully by one facilitator. Another option is to have a facilitator who is a service provider, and one who is not a helping professional. The two facilitators may agree to a clear division of roles where the professional is the leader of the group, and the lay facilitator is an assistant or resource to the group or they may choose to share the facilitator function in a fairly equal manner.

First meeting with the family member

We found it useful for at least one of us to meet and get to know the family member and their concerns as part of group preparation rather than delegating this task to another staff member. A positive first meeting increases the probability that the person will attend the group and enhances his or her comfort level in approaching a new situation.

This meeting can also be used to collect baseline information. Before-and-after data help to demonstrate the impact of the group in both qualitative and quantitative terms. However, if you decide to measure the impact, make sure you are aware of your agency’s policies concerning collecting and retaining data about human subjects.

During the session

In our weekly group sessions, it was helpful to be clear on roles—who would open the session, who would take the lead in exercises and other activities. When one person led the group tasks, the other was free to watch and guide process aspects of the group. This ensured that everyone was included in the dialogue, that the enthusiasm participants can easily feel for their own stories did not fill up all the time, and that others were drawn into the discussion.

Key tasks

Important functions that need to be covered include:

Preparing for the session—room set-up, beverages and snacks (if part of the plan), materials distributed.
Welcoming participants and helping them feel comfortable and at home.
Starting the group on time and making sure that participants know one another.
Negotiating the agenda for the session.
Encouraging respectful dialogue by giving supportive feedback when possible and gently reminding people of the rules of respectful listening and speaking when necessary.
Ensuring that everyone has the opportunity to participate.
Wrapping up the session by summarizing key issues that emerged.
Planning for the next session by reviewing times and agenda and any tasks that participants are expected to take care of in the meantime.

A key measure of an effective facilitator is that members leave the session feeling good about themselves, their co-participants and the experience.

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Partnering With Families Affected by Concurrent Disorders - Facilitators' Guide

Implementation

First meeting with the family member

During the session

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