Group goals/objectives to be covered: By the end of sessions, the group will demonstrate improved levels of empowerment as measured by the Multicultural Psychological Empowerment Scale for Saudi Women (MPES-SW).
- The group will discuss self-awareness
- The group will learn and explore different dimensions of empowerment (i.e. self-efficacy and self-determination)
Brief agenda:
Education/Discussion- 20 minutes
Break- 10 minutes
Activity- 30 minutes
Conclusion
Lesson plan:
Education/Discussion (20 minutes):
As discussed in the session on self-esteem, oftentimes those who surround you can impact your perception of self-empowerment. For IPV survivors, it may be challenging for them to share their experiences with abuse due to fear or embarrassment. It is important for anyone, not just those experiencing abuse, to identify social supports in which they feel comfortable speaking to and seeking help from.
- What qualities make someone a “good friend?”
Response to discussion question #1:
Common qualities of a “good friend”: trustworthy, dependable, honest, loyal, empathetic, willing to listen, non-judgmental, kind, supportive, etc.
Emphasize to group members that it is important to be intentional and selective when determining who your friends/social supports are. Not only does surrounding yourself with positive people improve your personal well-being, but it can influence your access to safety. Your social supports should provide a sense of security. If a situation may arise in which you feel unsafe, you should trust that you can contact and confide in your social supports without judgment. The goal of social supports should include keeping you safe and protected from harm. In instances of IPV, survivors’ social supports may encourage survivors to leave their abusers and provide them with healing resources (i.e. legal help or mental health care).
There are four types of social supports. Emotional support constitutes “help managing emotions, such as stress, anger, or depression. This support might include listening to problems and showing empathy” (Social Support (Worksheet) | Therapist Aid, n.d.). Tangible support constitutes “help with practical problems, such as financial assistance, providing a ride to work, or help with childcare” (Social Support (Worksheet) | Therapist Aid, n.d.). Informational support constitutes “providing information that helps solve a problem or overcome a challenge. This might include advice or information about helpful resources” (Social Support (Worksheet) | Therapist Aid, n.d.). Social needs constitute the “fulfillment of basic social needs, such as love, belonging, and connectedness. This helps provide a feeling of security and contentment” (Social Support (Worksheet) | Therapist Aid, n.d.).
Break (10 minutes)
Activity (30 minutes):
The group facilitator should hand out the “Social Support” handout to group members to fill out (reference Supplemental Materials). Allow group members 15 minutes to complete the handout.
Following the time for handout completion, ask volunteers to share at least one of their social supports and explain how their social supports can help them.
Encourage group members to take the handout home for future reference.
Conclusion: Thank group members for participating in the session. Ask if any group members have any questions or concerns.
Resources/handouts/activities/materials needed:
- “Social Support” handout (reference Supplemental Materials)
- Pencils
Reference list for resources:
Social Support (Worksheet) | Therapist Aid. (n.d.). Therapist Aid. https://www.therapistaid.com/therapy-worksheet/social-support