Lecture Notes

Module 6, Session 3

Outline Notes

The development of successful parent support groups is reliant on several elements:

• developing leadership within the parent group
  
• skillful facilitation of the meeting by someone who can stay focused on group dynamics
  
• continuity of participation by group members
  
• a meeting plan which includes concrete outcomes valued by group members
• continuous evaluation of meeting outcomes so that group members perceive improvements over time and have a sense of ownership of the direction and movement of the group.

The elements will merge and change as the dynamics of the group mature.

As a teacher, if you choose to facilitate the group, your challenge will be to remain flexible and open to every opportunity to build the group.

Parent groups do not develop overnight. Groups may start slowly, with low attendance; over time, however, you can seize the opportunity to build a solid foundation with the few dedicated members.

1. What is a successful parent group?

   A successful parent support group consists of:
   

   • A core group of parents/guardians working in tandem with teachers.
   • The group may also include resource support professionals, i.e. counselors, psychologists, juvenile justice professionals, medical/testing professionals.

 

2. What is the purpose of a parent support group?
   

The groups’ purpose is to:

• Provide parents a safe environment in which to express both positive and negative aspects of their lives, which impact their performance as parents, as well as their children’s success in life.
• The group provides parenting guidance, in areas of communication skills, disciplinary methods, fostering self-reliance, addressing substance abuse issues and the attendant behaviors, co-dependency behavior identification and modification.

QUICK WRITE I:

List the people you would invite to a parents’ group meeting and why (5 minutes).

A successful parent group will give parents permission to heal themselves, and thus be able to address their children’s academic, social and emotional issues with clear vision and purpose.

Exploration:

1. Introduce a "snapshot" of a successful parent group meeting:
   

1. The group belongs to the parents.
   
2. Meetings are not a forum for delineating specific issues surrounding a specific student; but may address issues common to most students.
   
3. Bi-weekly meetings tend to promote cohesion and inclusion of the group.
4. Monthly meetings are too far apart to promote parent dedication and ownership of the group
   
5. Each meeting is held at the same location and at the same time.
   

2. Group Dynamics
   1. Each participant wears a nametag. It is essential that participants know and address each other by name. Claim your name….claim your place in life.
   2. Groups should meet in a circle. The seating arrangement is symbolic as well as functional and facilitates communication and inclusion.
      
3. Group Facilitation: One professional serves as group facilitator on a regular basis.
   
   1. He/she should be someone known and trusted by most parents
      
   2. This person will provide cohesion and stability to the group and serves to energize and direct the group during discussions and activities
      
   3. Occasionally a substitute may be required. This person will bring a different perspective to the group and often re-energizes the group.
      
   4. The facilitator should have an idea of the work to be accomplished by the group during a meeting; however, he/she must stay flexible and remain dedicated to the premise that the needs of the group may dictate that the focus change direction.

Quick Write II

List at least five ways to encourage and motivate parents who might be hesitant or resistant to attend the meeting.

4. There should be an identifiable beginning (opening), transition points and end (closure) to each meeting. An example of each phase might be:
   

Opening:

The beginning of your meeting should serve to bring the group together. Some ideas successful facilitators use include:

1. a standing circle in which the facilitator welcomes people and asks them
   to focus on an idea, emotion or action
2. the facilitator welcomes the group and poses a question, i.e. what was
   important about your day?
3. The question is answered by each member, in order, around the circle. [this process should move quickly, but no one should be hurried in their response. The facilitator’s job is to gently guide people to stay focused on the question.]

Transition 1:

After the opening circle is concluded, members are seated and the Facilitator explains the Ground Rules :

Respect other members’ words and feelings

• What is said in this group stays within the group
  
• Respect your own timing and feelings.
• You can always choose to pass when a question is posed to the group
  
• Help where you can
  
• Ask for help when needed
  

Transition 2 begins:

1. The facilitator poses a question or idea to the group (examples might be: what did you focus on today?)
2. The group can respond “popcorn” style, whoever is ready to speak does, or in order around the circle. The facilitator will be able to determine the most appropriate response style for a group. If there are many strong people in the group, they often tend to respond first. This can be positive, because it promotes responses from quieter group members; however, the strong can tend to dominate which will cause the quiet ones to withdraw more. “KEEP YOUR EYES AND EARS OPEN!”
3. Stay Flexible

   This transition exercise may take on a life of its own and will dictate where the group goes next. Sometimes this exercise will take up the entire meeting and lead to the “closure” or ending of the meeting. At other times, this exercise will lead to transition phase II.

4. Prompting Responses – The Facilitator's Job

• There is a fine art to prompting responses from people you barely know.
  
• The facilitator should ask appropriate questions if:
  
• It appears that the speaker has something more to say.
  
• Further questions will not cause discomfort.

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