LEARNING DISABILITIES ASSOCIATION OF ONTARIO

How To Start And Run Your Own Self-Help Group

For Adults With Learning Disabilities

AUGUST, 1996

PREFACE

The need for a manual to assist adults with learning disabilities to facilitate self help groups originated in discussions with the LDAO Consumer Advisory Committee. Through understanding how to best develop a self help group and issues involved in the process that other groups have encountered, it is hoped that self groups will grow and flourish. LDAO would like to thank Michael Juarez and Sheri Cohen for writing this manual and the Consumer Advisory Committee for their guidance in the development of this project.

TABLE OF CONTENTS

PART 1: INTRODUCTION........................................................................1

1) Who is this booklet for?.................................................................1

2) What is a self-help group?............................................................1

3) Why did we write this booklet?......................................................2

PART 2: STAGES OF GROUP DEVELOPMENT.....................................3

1) What are the pre-planning stages?...............................................3

2) Where do you find your group members?.....................................3

3) How can the LDAO and your local LDA chapter help?.................4

4) Thinking about screening referrals to the group?.........................4

5) How large should your group be?.................................................5

6) What are the advantages & disadvantages of open & closed groups?.........................................................................................5

7) Where should you meet?..............................................................6

8) How often should your group meet?.............................................7

9) Creating goals & objectives with the group...................................8

PART 3: CHOOSING AND BEING A LEADER/CO-LEADER...................9

1) The role of leadership..................................................................9

2) What skills are needed to run a group?........................................9

3) Sharing responsibilities...............................................................10

4) What kind of support is needed when members share their thoughts and feelings?................................................................10

5) Should you have a co-leader?....................................................11

6) Is it important to provide information about learning disabilities?12

7) How do I start a meeting?..........................................................12

8) Should I help group members to connect with each other?........12

9) Evaluate the group's progress....................................................13

10) Dealing with crisis situations.......................................................13

PART 4: RUNNING THE GROUP, THE FIRST MEETING, ROLES OF THE MEMBERS.................................................................................16

1) Norms of the group.....................................................................16

2) Pre-group....................................................................................16

3) What goals do you have for your group?....................................16

4) What guidelines should you follow?............................................17

5) What happens at a first meeting?...............................................17

6) What happens at a second meeting?..........................................18

7) Group dynamics: How should you deal with difficult group members?...........................................................................................18

8) Should you have speakers, or show videos?..............................19

9) Making contact with other support groups to identify similar problems.....................................................................................19

10) What other activities would your group like to do?........................20

PART 5: TROUBLESHOOTING.............................................................21

1) What happens if your group becomes too popular?...................21

2) Develop natural leaders in your group........................................21

SUMMARY...............................................................................................22

REFERENCES.........................................................................................22

HOW TO RUN YOUR OWN SELF-HELP GROUP

A Manual for Persons with Learning Disabilities

PART 1: INTRODUCTION

1) Who is this booklet for?

This booklet is intended for adults with learning disabilities who would like to volunteer to become a leader of a self-help group.

2a) What is a self-help group?

The term "self-help" is used in place of "support" group. Self-help focuses primarily on taking responsibility for one's own actions and helping others to achieve the same. There are no professionals or "experts" involved in the process. Though support groups often use professionals as leaders, self-help groups share leadership responsibilities as all members are equals.

Self-help groups had their beginnings in the late 1960's and early 1970's. Since then they have become one of the most popular ways for people with difficulties or concerns to meet other people with similar issues. People have found that talking to someone who has had similar experiences has made them feel better about themselves and their situation.

These types of groups consist of usually two or more people with a similar problem or concern, who are willing to meet on a regular basis to share information, experiences, and feelings. It is the members themselves who decide on the group's structure, activities and membership. It is a place where men and women decide to work collectively.

2b) Empowerment

Fundamental to establishing a self-help group is the development and support for empowerment within individuals. You need to recognize that members bring with them their own problem-solving and decision-making abilities. Empowerment happens when people have the

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information, support and control over needed resources. Through sharing self-help groups can become powerful tools in the empowerment process. When certain resources are not available to someone, empowerment philosophy believes it is because the social system has failed to create opportunities for them.

3) Why did we write this booklet?

This booklet was written to provide knowledge and guidance to help adults with learning disabilities run their own self-help groups. We hope that by starting self-help groups around the province, this will provide support for adults with learning disabilities. Self-help groups can provide a safe place for us to express our successes and our concerns, and focus on solutions and coping strategies for our daily struggles. In time, we hope we can all feel confident to talk with our friends, families, employers and classmates about our disability and how it affects our lives.

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PART 2: STAGES OF GROUP DEVELOPMENT

1) What are the pre-planning stages?

Wanting to start a self-help group is great, but putting some action behind your ideas is the next step. If you are alone with the idea, you have to get in contact with other people who would like to help. The Local LDA chapter or the LDAO may be able to help you find other adults in your area who would like to be part of a self-help group.

It is important to do some initial pre-planning before you meet with your group. Pre-planning involves asking many questions which will affect the structure of the group. Such questions include: What type of environment would be best to hold the meetings in? What would the group members like to get out of the group? Would the group benefit from one or two facilitators? Should the space be wheelchair accessible and close to the transit system? Issues of cost may also need to addressed. It can be quite helpful to investigate renting a space for free.

Getting this first planning meeting coordinated is a good first example of how you and your partners will have to cooperate. This first meeting is a chance for everyone to start learning about how learning disabilities can affect the way people function. As a leader of the group you should know that some people may have trouble with directions or even remembering the meeting. Be patient and plan for such problems. Make use of landmarks in giving directions and have maps available for the members. A phone call a few days before the first planning meeting is helpful. If people live close to each other, a car pool can be used as transportation as well as a reminder system. This also keeps alive the idea of getting together.

2) Where do you find your group members?

Deciding on what the focus of the group will be helps in defining where you would like to look for members. If you are a student and you want to start a student only group, then your school and other schools will be the best place to find members. If you have a strong interest in employment issues, asking if you can display a poster at the local Canada Employment Centre office is a possibility.

It may be beneficial for recruitment to place a free public service announcement in daily or neighbourhood newspapers or distributing flyers. Announcing your interest may enlarge your contacts. Contacting professionals such as: physicians, literacy agencies,

employment centres, mental health agencies, College and University Special Needs Departments are also sources to investigate. Inform your local Clearinghouse of your intentions to start a self-help group. They will give referrals to your group and advertise for you. Publicity, word of mouth, and referrals are key for getting new members.

3) How can the LDAO and your local LDA chapter help?

Referrals.

Support in developing and running the group.

Information on learning disabilities and services in your community.

Your local LA chapter or the LDAO can provide you with the information on groups which already exist and people you can contact in your area for information. The LDA chapter and the LDAO can act as referral sources for your group.

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4a) Thinking about screening referrals to the group.

Once you have had a few planning meeting with your members you may want to discuss the idea of screening who joins your group. Self-help groups limit their membership to people who have similar concerns. For example, students will have different concerns and ideas about how to help each other than people who are dealing with unemployment or social assistance. If someone wants to join a closed group but has different issues, it is the responsibility of the facilitator of the group to refer this person to the appropriate group.

If you decide to screen members you may want to consider:

Deciding how, where and when you advertise the group.

Being very clear what the group is about and the common experiences you are looking for.

Telling your LDA chapter resource facilitator the kind of person who would most benefit from your group.

4b) Non-Screened Groups:

You may decide not to screen your members and this would be up to you and your group. In smaller centres screening may not make sense. Those individuals who want to join a self-help group can do so. The only concern should be whether the individual may just think they have a learning disability or has been actually diagnosed. Those groups who are quite diverse can work well together, and bring enriched experiences to the group and the process. Different groups meet different needs.

5) How large should your group be?

This will depend on what you and your members decide the main purpose of the group will be. If you are interested in socializing and exchanging information, then you could have as many as 25 people. With a group this large you will also want to have volunteers who are committed to helping with all the tasks that go into running such a group successfully. Smaller groups, such as those from 6 - 10 people are usually more cohesive. In smaller groups, members can actualize their specific needs better. Support systems are likely to be established.

6) What are the advantages and disadvantages of open and closed groups?

An open group is one where you allow new members to join at any time.

The advantage of an open group is that you will always have new people joining. This can be refreshing to those members who come regularly. People often like to meet new people and hear a new life story. The older members will feel that they have something to offer the new members from their experience being in the group. The presence of a new member can remind long time members how the group has helped them and it can renew the reason for the group's existence.

The disadvantage of an open group is that members have to take time to introduce the new member to the ways of the group. They will have to be patient and listen to some issues that they may have put behind them. New members also may be confused about their role in the group and will need to be reassured that they are welcome. Sometimes a new member with a strong personality may try to

dominate the group. This can upset the balance that the long time members have developed.

A closed group is one where you start with a set number of people and you do not allow new members to join until you need to replace those who have left the group, or those who no longer come to meetings regularly.

The advantages of a closed group are that members can become acquainted with each other's personal story. The group can develop a way of being with each other and establish friendships. Members will learn not only about themselves but about the other members as well. This can be a very powerful experience. The common experience of self-understanding that comes from talking together over a few months can allow the group to take on complex problems in a way that would be difficult if there were new members who had not gone through the stages of self-discovery.

The disadvantage of a closed group is that it never gets refreshed with the experiences of new members. The group has to learn to work together to help one another. If a member becomes bored with the process or is not achieving his/her goals this may then challenge what the group is trying to do. Attendance at some meetings may be small because you have finite number of members. You could also discuss running the group for a limited amount of time so everyone knows that it will end on a given date.

7) Where should you meet?

Once you have had a chance to talk with people who would like to be part of the group, arrange to meet at a convenient location. Someone's home, a local restaurant, or a park are possibilities. Contacting community centres, schools, churches/synagogues, health centres and local service agencies can be useful as they may offer space free of charge. It is important to find a location which people can travel to easily and where they feel safe.

To do the planning of your first meetings it is fine to meet at someone's house or at a coffee shop or restaurant. When you decide to run regular meetings it's best to pick a place other than a member's home.

Things to look for in a good meeting place:

It should be "neutral". This means a place where everyone will feel safe, comfortable and where the group will be undisturbed for 2 hours or so. People think that personal homes are comfortable, safe and neutral but they usually are not. Some of the problems which arise include are not enough chairs, misjudging the size of the room, pets which could bother some of the members, or hazards such as a bad step. It is also difficult for a home to be free from distractions and annoyances which are often not found in public buildings. Privacy and confidentiality are also concerns.

The space should be convenient.

Try to find a place which is accessible and quiet.

It should be in a safe building and neighbourhood.

Look for free and low-cost space.

Consider accessibility.

Most people will not visit unsafe neighbourhoods. Pay attention to safety issues for everyone but particularly for women in the group. Issues to consider are lighting around the meeting place, and the availability of transportation services and of parking space.

Consider the need to choose a space that is environmentally friendly. If members have difficulty with background noise, it is important to choose a space which is quiet.

8) How often should your group meet?

Most self-help groups meet two times a month. An example of bi-monthly meetings is the first and third Wednesday of every month. The purpose of the group and how often people want to meet will determine how many times a month they meet. Self-help groups for students or unemployed workers may want to meet once a week due to the intense nature of their circumstances. Social and educational groups may want to meet once a month because it takes more effort and time to organize this type of meeting. Groups that deal with feelings and concerns about how to live with learning disabilities may want to meet twice a month. This allows members enough time to think over what was discussed and discover new feelings. Deciding when and how often to meet should be made by group consensus.

9) Creating goals and objectives with the group

Deciding on objectives and goals is a process which is done collectively, as each member discusses their hopes and expectations while participating in the group. Generally commonalities and differences exist in all groups and it is through the process of goal formation that issues get worked through. Objectives and goals are first decided on individually and then agreed upon by group members as a whole. Goals can be both short-term and long-term.

PART 3: CHOOSING AND BEING A LEADER/ CO-LEADER

1) The role of leadership

As a leader, you must attempt to lead the group through maximum participation and involvement of the members. Decisions about goals, purpose, tasks and agendas are done collectively. Your role as leader is to serve primarily as a guide (facilitator), encouraging member participation and attempting to ensure that each member has equal rights to participate. In a conflict, the facilitator will help the group resolve the issue or problem in a way which benefits the group as a whole. It must be emphasized that the facilitator is part of the group and it is the group as a whole that decides what changes need to occur.

2) What skills are needed to run a group?

Running a group can be a very rewarding experience. It can also be frustrating at times. Meeting regularly with a group of people who have similar concerns may seem easy but people bring with them many other life circumstances and many different personalities.

Some skills needed to lead a group are:

Patience and the ability to be empathetic.

Respect for the "differentness" of people.

Knowledgeable about community resources and issues related to learning disabilities.

Good problem-solving skills.

Respect for the rights of individuals and their inherent worth.

Good listening skills.

The ability to include everyone in the group process.

Ability to deal with crisis situations.

3) Sharing responsibilities

You may be the facilitator but you should not do all the tasks for the group. Sharing the responsibilities of running the group aids in building group cohesion as members feel they are part of the group.

You will need people to help with:

Finding a meeting place.

Calling to remind members of the upcoming meetings.

Advertising your group.

Explaining the group's purpose and screening potential members. If you decide to do this.

Other activities that your group chooses to do.

Calling people for special events.

4) What kind of support is needed when members share their thoughts and feelings?

Leaders of self-help groups need to know how to guide members who want to reveal their thoughts and feelings about learning disabilities. Regardless of the type of group you are running some members may feel, for the first time, that they are in a safe place with people who understand what it is like to have a learning disability. People go through stages of awareness not only of what their learning disability is, but also how it has affected their whole life.

You will meet people who are still not sure what a learning disability is and how it affects them. They may never have come to terms with how it has affected them emotionally. Others will have a good idea what learning disabilities are and may feel confident in dealing with them.

Encourage people to tell their story about who they are, and their understanding of their learning disability. Investigate what it means for them on a personal level and help them to identify how society treats them.

Many barriers exist for adults with learning disabilities. These barriers often affect people in accessing employment, financial assistance,

social and family support amongst other issues. Services and programs available for adults are scarce. It is often at the adult support group that individuals can feel they are listened too, without having to go through red tape. Sometimes the support group is the only viable means of gaining support.

It is important to assist members in understanding that to have a learning disability is not a personal problem or failure. In many ways, society has led certain marginalized groups such as ourselves to believe that we are the "problem". We have been socially discriminated against because we are different. Because we have an "invisible handicap" the struggle is that much more complicated. The Invisible No Longer workbook written by Eva Nicholas is a good tool to create self-awareness in working with the group. It will provide some background information on self-advocacy and has excerises to use as well.

Each member should be seen as an individual who is capable of coping. It is important to address how each individual has survived past years and to focus on what strategies they have used to compensate and accommodate for their learning disabilities. This is part of the empowerment process.

5) Should you have a co-leader?

A co-leader is another person with the same interest in running a self-help group. The ideal co-leader is someone who has strengths which you do not have. You may be good at talking to people and running the meetings but you need help when someone tries to dominate the group. Possibly your skill in dealing with conflicts is not strong, and your co-leader has skill in this area. He/she could assist here. Before the meetings are to take place it is important that you and your co-leader discuss how you both are going to work together in facilitating the group. After each meeting it is important to discuss individually how you felt the group was. If conflicts arise between the two of you, work them out outside of the group and not in the group.

6) Is it important to provide information about learning disabilities?

Leaders of a self-help group for adults with learning disabilities should have some basic knowledge on learning disabilities. If you do not have any information, contact your local chapter or the LDAO office and information will be sent out. It is important that you provide people with the appropriate information. If you do not know the answers to some questions, tell them that you will find out and they can contact you.

You will need to know about:

The different types of learning disabilities.

The way they affect people's lives.

What other people think about learning disabilities and how that affects members of your group.

An information package on learning disabilities would benefit all new members. There is useful information in the Adult Issues section of the LDAO website (www.ldao.on.ca).

7) How do I start a meeting?

It is always important to start a meeting with a warm-up exercise. This enables the group to connect with one another on a mutual basis. The facilitator of the group introduces him/herself to the group and welcomes the members. It is often helpful to have an agenda which will help provide structure for the group. The agenda should be decided by the group as a whole and be discussed each time they meet.

8) Should I help group members to connect with each other?

Just because everyone in your group has a learning disability and other similar characteristics, does not mean they will want to be friends with each other. We are all individuals regardless of similar learning disabilities. Some people in your group will become friends through mutual connection.

It should be made clear to the group that the group is not a dating service. The purpose of the group is purely for self-help. This should be stipulated in the referral process as well. The group acts as a support system to those members who sometimes feel isolated.

9) Evaluate the group's progress.

As a leader of a self-help group it is important that you evaluate how the group is doing. The group should be part of this process in evaluating whether the goals and objectives are being met. The group may need to think about what they would like to accomplish. If there are any changes in the group structure and/ or tasks, the decision should be left up to the group as a whole.

10) Dealing with crisis situations.

As mentioned above, having a learning disability is only a small part of our lives. Members come with their own personal histories. When you explain to people the purpose of the group, be clear on what the group is prepared to handle. People looking for help may unknowingly turn to your group as a way to solve other serious problems. These problems are not for the group to handle.

It is important to have list of phone number to contact in a crisis situation. Many communities have their own directories regarding what kinds of social services are available. Make sure that the member has the telephone number so that assistance can be provided by the appropriate service.

Suicide:

If the person is in crisis and you sense suicidal thoughts, there are 7 steps to focus on in order to assess this situation. It is important to note that suicidal behaviour takes many forms and wears many masks.

Step 1: Defining the Problem:

It is important to define and understand the problem from the person's point of view. You may ask what has precipitated the event and ask how they are feeling.

Step 2: Ensuring the person's safety:

Personal safety refers to minimizing the physical and psychological danger to the self and to others. It is necessary to find out if the person has a plan in process to take his/her own life. If so, how and when he/she is deciding to commit suicide must be learned. It is also important to learn if this has been a problem in the past and to

what extent. Find out if other people are involved in this person's life. Ask if the person lives alone, or with his/her family, if he/she has children and/or a significant other. It is also important to identify out who their support system are.

Step 3: Providing support:

It is important that you as the leader communicate to the member that you care. You cannot assume that the person is feeling valued, or cared for by you or the other members. This provides an opportunity for you as the leader to assure the person that you truly care for him/her. The group can take part in this as well. Find out who else is a support person for the member and make a call to that person.

Step 4: Examining Alternatives:

It is important to help the person recognize that many alternatives are available to him/her. Finding out who the person's present and past support systems are and have been may be excellent sources to investigate. Find out what healthy ways the person has coped when confronted with crisis in the past and use that to assist them in the present situation. Always acknowledge to the member that it took courage and strength to reveal how he/she has felt. Focus on his/her strengths and have him/her identify them to you. This could help to lessen the level of stress and anxiety.

Step 5: Making Plans

With the individual it is important to identify a plan of action such as: identifying additional persons, groups and other referral sources who could be contacted for immediate support. Focus on coping mechanisms, what can he/she do right now, as definite action steps are needed. This must be realistic given the person's coping ability. The plan must be taken on completely by the member.

Step 6: Obtaining Commitment

Help the person commit him/herself to definite, positive action steps that he/she can own and realistically accomplish. Negotiate to contact the person soon after leaving the group to see how he/she is.

Step 7: Contact 911

If the suicide plan is already in process and the person has taken drugs contact 911 immediately and stay with him or her.

It is important that you as a leader have support for crisis situations. It is important to acknowledge how you feel and debrief with someone. You need support for yourself as well.

Violence and Harassment:

If at any time a member becomes physically violent or harasses you or other group members, ask for help from other members in subduing the individual and to call security or the local police.

There should be a policy in place that violence and harassment will not be tolerated in the group. Be clear to the members at the very first meeting that certain norms must be adhered to. If harassment should take place, tell the individual that this is unacceptable behaviour and will not be tolerated. Using problem-solving techniques will convey to the member the interest in him/her as an individual. It is important to break the problem down into workable pieces. If the individual pursues this kind of behaviour then they must be asked to leave the group, so that safety is ensured for other members.

PART 4: RUNNING THE GROUP, THE FIRST MEETING, ROLES OF THE MEMBERS.

1) Norms of the Group.

As the group develops, a feeling of cohesion will exist. Norms, similar to rules of the group needs to be discussed. Examples of norms include: issues of confidentiality, what is discussed in the group remains in the group, and how long each person will speak for. Usually each person is allowed to speak for five minutes without an interruption. There may be a rule of no talking when others speak. These rules help keep the group together. This allows members to take responsibility for their own actions and be attentive to group process.

2) Pre-group.

After you have had a few planning meetings and your partners have a good idea what type of group you want, you have members and space for the meeting, it will be time to run your first group.

You should know:

Who is leading the meeting.

Time and location.

Who will call to remind people to come.

What you think you should talk about, or do.

If you will have an agenda or if you will improvise.

3) What goals do you have for your group?

Your group may have decided on some goals that they want to accomplish. The first meetings are a good time to clarify them and to see if most of your members feel comfortable with what the group is about. Ask questions such as: what do members hope to gain from the group? What would they like to see as the group's activities?

4) What guidelines should you follow?

Setting a few guidelines can be very helpful at this early stage.

Some of the concerns that need to be addressed with guidelines are:

Etiquette and cooperation.

Privacy and confidentiality.

Who can and cannot join the group.

Generally the purpose of the group is mutual support.

5) What happens at the first meeting?

The events of the first meeting will depend on what you and your partners have decided. Some common rules to follow to make the first meeting run smoothly are:

Introductions. You and your co-leader (if you have one) will introduce yourself and explain a little bit about where you come from, what you are doing now, and why you started the group. Ask the other members to do the same including why they came to the meeting. If someone is reluctant, do not force him/her, but do ask them to speak on what they feel comfortable about.

Explain what the group is about. People will want to ask questions. Be prepared for challenges from new members or even from partners who have different ideas. If you have a set agenda, tell everyone what has been planned, and what time the meeting will end. Be prepared for some conflict. What you and your partners thought was a good idea may not be what the members want. This is a normal process of developing a group. Much of what happens in your first five meetings will be a kind of planning/testing of ideas. Do try to do some of what you have planned, but be open to new ideas. In all group decision-making, it is important for the group to decide on what should or should not happen.

6) What happens at the second meeting?

The second, third, and may be up to the fifth or sixth meeting may still seem like planning/testing meetings. This is normal. You and your members may have some difference of opinion. Some members may leave and not return. The members who are left will form your core group. These will be the members who will attend regularly, want to help out, and have similar feelings and ideas about what the group should do.

If after your eighth or ninth meeting you find you are still planning and testing, you may want to talk over with the group what your original purpose was. Maybe a group that thought they wanted to be a social/ educational group really wants to talk about feelings. A student group that thought they wanted to talk about feelings and emotional issues around learning disabilities may end up brainstorming for techniques to handle their course and career aspirations.

Do not be surprised if your group changes, just try to make it flourish.

7) Group Dynamics: How should you deal with difficult group members?

From time to time a person may join the group who will act in ways that bother other group members. Typical actions by this type of person may include:

Dominating the conversation by talking about their own concerns.

Person who stays silent.

Person who complains.

Usually this type of person has to be reminded of the purpose of the group as well as the rules; that it is important that everyone get time to talk or take part in group activities, that the group has already spent time addressing their concerns, and that it is possible they may be in the wrong type of group. For the talkative person, it is important to thank them for their comments and remind them of the guidelines. If conflicts within the group exist, it is important to support members in dealing directly with them. If a person is silent, they might just be shy, and it takes time to feel comfortable to disclose in the group. They may have concerns. Speak with them alone, and encourage them to bring

their concerns to the group.

Always be polite but firm. Be clear about the group's purpose. Usually, if a person is not getting what they want from a group they will leave the group.

8) Should you have speakers, or show videos?

Speakers and showing videos can be useful ways to help start discussions or explain specific issues. A social/ educational group would use this more often than other types of groups.

Things to consider when using speakers or videos are:

Does your group want them?

How will it help your group?

Cost for speakers or videos.

Your local LDA chapter can help you with finding speakers and videos that might be useful for your group.

Some groups may want to ask professionals to visit the group and talk about a particular subject. As an example, a psychologist could give a talk on assessments. They may or may not charge a fee. Some professionals like to talk to groups because it can be a form of advertising their services. This can be useful for the group as well, because the group can discuss the pros and cons of this particular service.

Groups should be cautious of overly eager professionals, especially those who have a new "cure" or "method" for dealing with learning disabilities. As far as we know, some forms of remediation, tutoring, and counselling can improve a person's performance in a given area but as yet, there is no "cure" for learning disabilities.

9) Making contact with other support groups to identify similar problems.

This will depend upon whether your group wants to meet with other support groups. The decision should be made as a consensus. However, sometimes other support groups within the region attend speakers and events together. An example would be to meet with a representative from employment to discuss the services they provide

within the community and how this addresses issues regarding adults with learning disabilities. Linking with other support groups similar to yours can be positive in understanding other issues. It creates a network of support and each can draw upon one another for resources if necessary. This would be beneficial in many ways as there are so many gaps in services for adults with learning disabilities.

10) What other activities would your group like to do?

Your group could decide to put on workshops and make presentations on learning disabilities within the community. Public awareness is an ongoing issue. I suggest that you contact your local chapter to find out what they are presently involved in and make suggestions.

PART 5: TROUBLE SHOOTING

1) What happens if your group becomes too popular?

You have been so successful in running your group that it is expanding. This can create problems though. For every seven to ten members who join your group, you will need one to two committed volunteers. Social/ educational groups may need more volunteers if they are running many activities.

Groups dealing with emotional issues or coping strategies will work better if their meetings have no more than ten people. Studies on groups have shown that groups larger than ten people start to break off into two groups. Smaller groups are easier to run and are more comfortable.

2) Develop natural leaders in your group.

As time goes by you will begin to see a group member who would be a natural facilitator. This person will assist in ways that help the group function, and will be comfortable when conflict arises.

As a potential leader, it is important to look closely at your leadership style and how you affect people. Well-run groups are usually groups where decisions are shared by as many members as possible.

If a member is interested in facilitating a group, ask them to assist you. You can give them this manual.

SUMMARY

Establishing your own self-help group is exciting and challenging all at the same time. It is important to remember that each member needs to be treated with dignity and respect regardless of their diverse needs. Members bring to a group life experiences, knowledge, and their own resources. Each individual who has been diagnosed with a learning disability or who does not yet know, have many positive attributes and this should always be focused upon. The group process needs to be solution-focused as it is always easier to stay in a negative place. We are here to learn from one another and work collectively together to make changes. Remember to always start where your member is in his/her own life. This is the process for empowerment. Good luck.

REFERENCES

"Getting Started", Toronto: Self Help Clearinghouse, 1992.

"Making It Work", Toronto: Self Help Clearinghouse, 1992.

Understanding and Working With Groups, Mesbur, E. and Jacobs J., Toronto: Ryerson Polytechnical Institute, 1989.

Helping Ourselves, Women's Counselling Referral & Education Centre, Toronto: The Women's Press, 1985.