Chapter 21. Enhancing Support, Incentives, and Resources | Community Tool Box

 

Portions of this section adapted from The Self-Help Leader's Handbook: Leading Effective Meetings by Adrienne Paine-Andrews, Yolanda Suarez-Balcazar, Stephen B. Fawcett, and Leslie Borck Jameson, with the collaboration of Melody G. Embree, published by the Research and Training Center on Independent Living at the University of Kansas.

 

Peer support groups are widely used in communities to help people connect with others who share similar experiences, concerns, identities, health conditions, or life circumstances. They may focus on anything from substance use recovery and gambling-related concerns to surviving domestic violence, caregiving, disability, grief, parenting, or questions related to gender and sexuality.

If your group or initiative provides services to people who might benefit from connecting with others who have similar experiences, you may want to consider adding a peer support group to the services or opportunities you offer.

What are peer support groups?

Support groups -- also sometimes referred to as self-help or peer support groups -- are groups of people who gather to share experiences, concerns, information, and support related to a particular issue, health condition, identity, or life circumstance. In a support group, people can connect with others who may understand aspects of what they are experiencing and can offer practical insights based on firsthand experience.

Some of the common characteristics of support groups include:

• They are made up largely of peers -- people directly affected by a particular issue, condition, identity, or circumstance
• They may be peer-led or facilitated by a trained volunteer or professional, depending on the purpose and structure of the group
• They tend to be fairly small so that participants have meaningful opportunities to contribute
• Participation is usually voluntary, although some programs or systems may require participation in particular groups as part of employment, treatment, diversion, probation, or another formal process

Peer support groups are not necessarily the same as group therapy. Some groups are facilitated by licensed mental health professionals and may provide clinical treatment, while others are community-based or peer-led and focus primarily on mutual support, shared experience, information, and connection. Be clear with participants about what your group does and does not provide.

Why create and facilitate a peer support group?

There can be many benefits to peer support groups:

• When someone doesn't know many -- or any -- other people with similar experiences, they may feel isolated or misunderstood. Support groups can help people feel less alone and more connected.
• Support groups can sometimes operate with relatively modest resources, although costs may include meeting space, accessibility accommodations, technology, childcare, transportation support, facilitator training, refreshments, interpretation, or other needs.
• Support groups can strengthen people's sense of agency by giving participants opportunities to identify their own goals, share strategies, and make decisions about what will be useful to them.
• Members can exchange information, resources, and updates relevant to their experiences.
• People with similar experiences may offer a form of understanding and connection that is different from, and can complement, professional support.
• Members can learn from one another. Seeing how other people navigate challenges, build on their strengths, and make progress toward their goals may offer encouragement and practical ideas.
• A well-facilitated support group can provide a respectful and supportive setting for people who want to discuss personal experiences, concerns, and feelings.
• Some people may find professional relationships intimidating or may feel more comfortable first talking with peers. In a peer support group, participants can share knowledge and support in a setting designed around mutual respect and shared experience.
• Participation may help some people feel more connected, hopeful, informed, or supported. The effects will differ among individuals, and peer support should not be presented as a replacement for medical, mental health, legal, or other professional care when such care is needed.

Who can be served by peer support groups?

Peer support groups can be useful for people navigating many different experiences and circumstances, including:

• Illnesses, injuries, disabilities, or chronic health conditions
• Eating disorders or concerns related to food and body image
• Sexual orientation, gender identity, or related experiences
• Disability-related experiences and access needs
• Health-related behavior changes or personal goals
• Mental health concerns or emotional well-being
• Substance use disorders, recovery, or behavioral addictions
• Grief and bereavement
• Parenting and caregiving

Besides serving people directly affected by an issue or circumstance, support groups may also welcome family members, caregivers, partners, or friends. Other groups are designed specifically for family members and loved ones. For example, Al-Anon offers peer support for people affected by someone else's drinking.

How do you create a peer support group?

Think about what you want to accomplish

Decide what your group's purpose will be and who you hope to include. You might find it helpful to write vision and mission statements for your support group.

Be clear about what the group can provide. Is it primarily for mutual support? Education? Resource sharing? Skill building? Social connection? Recovery support? Is it peer-led, professionally facilitated, or a combination? Clear expectations can help participants decide whether the group fits what they are looking for.

Find out whether there are existing national, regional, or local groups your group can be involved with

There may be advantages to connecting your support group with a larger organization. A larger organization may offer facilitator training, educational materials, referral resources, meeting guidance, accessibility support, evaluation tools, or connections with other groups. Name recognition may also make it easier for people to find the group.

At the same time, affiliation is not always necessary or appropriate. Consider whether the larger organization's philosophy, practices, accessibility, and expectations fit the people you hope to involve.

Using a fictional example, let's look at how someone might set up a support group with the help of a larger organization.

Yoshiko's support group

Yoshiko's sister was recently diagnosed with muscular dystrophy. Yoshiko wanted to connect with other people living with muscular dystrophy and with family members and caregivers who had similar experiences. After carefully studying this section of the Community Tool Box, she decided to find out whether the Muscular Dystrophy Association, a national organization, had support resources or groups in her area.

She visited the organization's website and learned that there was a group in a nearby town but not in her city. After contacting the organization and learning what support was available, Yoshiko decided to explore creating a local group connected with the larger organization.

Consider whether the group will meet for a specific period of time or for an indefinite period of time

Support groups can be ongoing or can meet for a defined number of sessions. For example, a local crisis center might offer a six-week grief support group several times a year for people who have lost someone to suicide. A time-limited format may work well when the group has a focused curriculum or purpose. An ongoing group may work better for people seeking long-term peer connection around a chronic condition, caregiving role, recovery, or another continuing experience.

Consider what participants need rather than assuming one format works best for a particular issue. Some organizations offer both ongoing groups and shorter-term groups.

Decide whether the group will be open or closed

Open support groups allow new members to join throughout the life of the group. Depending on the purpose, friends, family members, caregivers, or other supporters may also be welcome.

In closed groups, people join during a particular enrollment period, or participation may be limited to people who share a particular experience or meet specific eligibility criteria. Some organizations offer both open meetings and closed meetings for people directly participating in a program.

If your group will work through a structured process or discuss especially sensitive material, a closed group may help participants develop continuity and trust. Open groups may be more appropriate when ongoing access is important. Neither format is automatically better; choose the structure that fits the group's purpose and participants.

Set a time and place for your support group to meet

Choose meeting times based on the schedules and needs of the people you hope to involve rather than assuming one time will work for everyone. Consider work schedules, caregiving, religious observances, school, transportation, and other responsibilities. Offering virtual or hybrid participation may also increase access for some groups.

Picking an appropriate location is important. If your organization has meeting space, it may be convenient, but don't automatically assume it is the best option. A library, community center, health facility, faith community, school, or another location may be more accessible or comfortable.

Privacy can also matter. Participants in groups related to recovery, mental health, reproductive health, experiences of violence, LGBTQ+ identity, legal involvement, or other sensitive topics may reasonably want discretion about their participation. Choose a location that respects privacy without treating participants or their experiences as something shameful that needs to be hidden.

First and foremost, the location should be accessible to the people who will attend. Consider public transportation, parking, wheelchair access, accessible restrooms, lighting, hearing or communication access, service animals, language access, and other accommodations.

The location should also support comfort and psychological safety. For example, survivors of violence may have concerns about meeting in places closely associated with traumatic experiences or law enforcement. Ask potential participants what kinds of spaces would feel comfortable and appropriate rather than making assumptions.

Meeting in a member's home can sometimes feel welcoming, but it may create concerns about privacy, accessibility, transportation, boundaries, or safety. Public or community-based spaces are often easier for newcomers to access. Online meetings may also be an option when privacy and technology needs can be addressed appropriately.

When you have chosen a location, make any necessary reservations and accessibility arrangements.

Select a group leader or facilitator

Choosing the right facilitator is important. The facilitator opens and closes meetings, helps create respectful discussion, supports participation, reinforces group agreements, and responds when challenging situations arise.

Helpful facilitator qualities may include:

• Availability and reliability: The facilitator should have enough time to prepare for meetings, attend consistently, and follow through on responsibilities.
• Capacity and support: Facilitating emotionally meaningful conversations can take energy. The facilitator should have appropriate support, backup, and opportunities for rest rather than being expected to handle everything alone.
• Facilitation skills: Ideally, the facilitator has experience or training in listening, group facilitation, communication, managing conflict, setting boundaries, and responding appropriately when concerns fall outside the group's scope.
• Access to resources: The facilitator should know how to connect participants with appropriate community, health, mental health, crisis, legal, or other resources when needed.
• Commitment to the group: The facilitator should respect the people involved and understand the purpose of the group. Lived experience may be valuable, but it should not be treated as a requirement. A person can be an effective facilitator because of training, community knowledge, empathy, or other relevant experience.

The facilitator should also understand the limits of the role. A peer support facilitator should not present themselves as a therapist, medical professional, attorney, or crisis responder unless they actually hold that role and the group has been structured accordingly.

The details of the facilitator's job -- running the meetings -- are explained later in this section; you may wish to refer to that when selecting someone for the position.

Decide on any remaining details

Going back to step one, think about what you want this group to be like. This can help you make decisions about details such as:

• How often should we meet? Many groups meet weekly, every other week, or monthly. Choose a schedule that fits the group's needs and resources.
• How long should meetings last? Many groups meet for about one to two hours, but shorter meetings may work better depending on participants' schedules, health, energy, accessibility needs, or the size of the group.
• Should we serve refreshments? Food and beverages can help create a welcoming environment, but consider allergies, dietary needs, eating-disorder recovery, cultural preferences, cost, and facility rules. If members are asked to contribute, make sure no one feels pressured to spend money they cannot afford.

Recruit members for your support group

Consider how large you want the support group to be before you start recruiting. The group should be large enough to continue functioning when some people are absent but small enough for participants to have meaningful opportunities to contribute. Groups of roughly 5 to 15 people often work well, although the right size depends on the purpose and format.

There are many ways to let people know about your group, and you may want to use several approaches.

Use referrals

• Network with organizations, professionals, and community partners related to the group's focus. These might include health professionals, social workers, educators, faith leaders, peer specialists, community health workers, advocacy organizations, or others who may know people interested in the group.
• If your city or county has community information, referral, or 211 services, ask how your support group can be included.
• If the group is related to a health issue, provide information to relevant hospitals, clinics, public health programs, community health organizations, and patient or caregiver networks.
• Find out which organizations maintain community resource directories and request that your group be included.

Use communication channels

• Posters and flyers: Place these in locations that people you hope to reach actually use, such as libraries, health centers, community organizations, schools, workplaces, faith communities, recreation centers, or local businesses.
• Press releases: Local news outlets or community newsletters may be interested in a new support resource, especially when it addresses a current community concern.
• Digital outreach: Use websites, email lists, social media, community apps, online calendars, and partner organizations' digital networks when appropriate.
• Letters to the editor or opinion pieces may also help raise awareness when a related issue is receiving public attention.
• Public service announcements: Local radio, television, podcasts, or community media may provide space for public-service information.

Use personal invitations and word-of-mouth

• Personal invitations and recommendations can be especially effective because people may be more comfortable attending when they hear about the group from someone they trust. Ask partners and current members to share information while respecting other people's privacy.

Once you have enough interest, contact participants with the date, time, location, accessibility information, and any other details they need. Use the communication method people prefer -- email, text, phone, or another option -- and send a reminder shortly before the meeting when appropriate.

How do you facilitate a peer support group?

You've put in a lot of work preparing for your support group to begin, and now the first meeting has arrived. If you are the group's facilitator, here are some guidelines for running the meeting.

Prepare yourself for the meeting

Take a few minutes to think about possible topics for discussion. If this isn't your first meeting, review the themes members wanted to revisit. Be cautious about keeping unnecessary personal notes. Any information you do retain should be limited, securely stored, and handled according to your organization's privacy policies.

Have referral information available in case someone needs support beyond what the group can provide. Depending on the group, this might include health care, mental health services, crisis resources, domestic violence services, substance use treatment, housing assistance, or other community resources.

Prepare the room for the meeting

Arrive early enough to prepare the space. Arrange seating so that people can see and hear one another while leaving room for wheelchairs, mobility devices, service animals, interpreters, or other access needs. Avoid assuming everyone will be comfortable sitting in a tight circle or maintaining direct eye contact.

If you're serving refreshments, set them up in an accessible location. If you're using name tags, consider allowing participants to write the name and pronouns they want others to use rather than making assumptions.

Start the meeting

Welcome people as they arrive. Use people's names when you know them and follow their preferences about handshakes, hugs, or other physical greetings.

Start reasonably close to the agreed-upon time while allowing some flexibility for transportation, caregiving, disability, work schedules, or other barriers that may affect arrival.

Give preliminary introductions and information

Introduce yourself briefly and explain your role. If you have lived, professional, or community experience relevant to the group's topic and are comfortable sharing it, you may choose to mention it. Make any announcements and invite participants to share relevant updates.

Opening a support group meeting

At the first meeting for Yoshiko's muscular dystrophy support group, 15 people attended. Yoshiko introduced herself: "Hello everyone. My name is Yoshiko Hatori. My sister Miho has been living with muscular dystrophy for a little over a year. I'm glad you're here, and I hope this can be a place where we learn from and support one another."

She also mentioned an upcoming community fundraiser and shared information about local resources.

If this is a new group or new members are present, explain the group agreements. Confidentiality is often one of the most important agreements, but avoid promising that the facilitator can absolutely guarantee what other members will do outside the group.

You might say that members are expected not to share other people's personal stories or identifying information outside the group. Also explain any legal or organizational limits on confidentiality that apply to facilitators, such as mandated reporting requirements or situations involving immediate safety concerns.

Explain whether the group is open or closed, whether participation is voluntary, and any other expectations related to respectful communication, privacy, accessibility, and safety.

Invite participants to introduce themselves in whatever way feels appropriate. Do not require people to disclose personal information simply because they are attending the group.

Encourage members to listen to each other

Active listening helps people feel heard and understood. There is no single correct way to show that you are listening, and communication styles vary across cultures, personalities, disabilities, and neurotypes.

Helpful approaches can include:

• Giving the speaker your attention in a way that is comfortable and respectful
• Using eye contact when it is comfortable for both people, without treating eye contact as a requirement
• Using brief verbal responses such as "I hear you," "Mm-hmm," or "That makes sense"
• Using appropriate facial expressions or gestures
• Rephrasing what someone has said to check your understanding. For example: "It sounds like you felt really hurt by what happened. Is that right?"

Encourage members to offer support to one another

Part of the facilitator's role is to help members learn how to respond supportively to one another. Model listening, validation, and respectful curiosity.

Avoid putting a participant on the spot by demanding that they respond to someone else's disclosure. Instead, invite the group generally:

• "Would anyone like to share something that has helped them in a similar situation?"
• "What kinds of support might feel useful here?"
• "Has anyone had an experience they would like to share that connects with what Brian described?"

Encourage members to talk about themselves

One advantage of support groups is that they can create an environment where participants feel able to discuss experiences that matter to them. Sharing personal information can help people connect and offer support, but disclosure should always be voluntary.

Facilitators should not pressure people to reveal personal experiences, trauma, diagnoses, family information, or other sensitive details. People can participate by listening, sharing general reflections, or speaking only when they feel ready.

Open-ended questions can help a person explore an experience without directing them toward a particular answer.

Asking open-ended questions

Camilla, a parent in Yoshiko's support group, talked about how difficult it had been to balance her health needs with caring for her children.

Yoshiko invited her to say more with questions such as:

• "What parts of your routine have been especially difficult lately?"
• "What kinds of support would make things easier for you and your family?"

Yoshiko then invited other members to share only if they wanted to:

• "Has anyone had a similar experience they'd be comfortable talking about?"
• "What has helped you when you've been balancing your own health with caregiving responsibilities?"

You can also plan topics ahead of time. Some support groups use readings, reflection prompts, optional journaling, guest speakers, or activities to begin discussion.

Offer support

Support is one of the main reasons people participate in peer groups. Support can include listening, validating feelings, recognizing strengths, sharing relevant experiences, helping someone identify resources, or simply letting them know they are not alone.

Support should generally emphasize empathy rather than pity. Instead of assuming you know exactly how someone feels, acknowledge what they have shared and allow them to define their own experience.

Support can also be expressed through body language, tone, or physical gestures. Physical touch -- including hugs or touching someone's arm -- should never be assumed to be welcome. Ask first or let participants initiate. This is particularly important in groups involving trauma, disability, cultural differences, or experiences of violence.

Providing support

When Brian says, "I feel bad because I think I'm becoming a burden to my family," Yoshiko might respond:

• "That sounds really hard. I'm glad you felt comfortable telling us."
• "Would it be helpful to talk about what makes you feel like a burden, or about what support from your family feels like right now?"

She could also invite peer support by asking:

• "Would anyone like to offer Brian some support?"
• "Has anyone had a similar experience they'd be comfortable sharing?"

Help members solve problems

Problem-solving can be one useful part of a support group, but not every person who shares a concern is asking for advice or solutions. Before brainstorming, ask what the person wants from the group: listening, emotional support, information, ideas, or practical help.

If the person does want to explore options, the group can work through steps such as:

• Clarifying the concern: Make sure the person has had a chance to describe what is happening in their own words.
• Exploring possible options: Rather than telling the person what they "should" do, participants can share what has worked for them or ask whether the person would like to hear ideas. The person affected remains in control of their own decisions.
• Considering the options: Discuss possible advantages, drawbacks, resources, barriers, and consequences. The person can decide what, if anything, they want to try.
• Offering practical support: Members may sometimes be able to help one another with transportation, information, referrals, meals, childcare, or other needs, as long as the support is voluntary and appropriate boundaries are maintained.

Problem-solving

Clarifying the concern:

Yoshiko asks Camilla:

• "Which parts of the week feel hardest to manage right now?"
• "Are there particular times when transportation or household responsibilities become especially difficult?"

Exploring options:

After asking Camilla whether she wants ideas from the group, Yoshiko might ask:

• "What kinds of help would feel realistic for your household?"
• "What has helped during especially busy weeks in the past?"
• "Would you like to hear some ideas from other members?"

Choosing what to try:

Camilla decides that transportation and household tasks are the two areas where additional support would make the biggest difference.

• Another member whose children attend the same sports program offers to coordinate rides when schedules allow
• A member shares information about a local school transportation and family-support resource
• Another parent shares strategies that have helped their family divide household responsibilities in age-appropriate ways

Offering help:

The group has provided several possibilities, but Camilla decides which options make sense for her family.

Close the meeting

Many support group meetings last about one to two hours. Try to honor the agreed-upon ending time so participants can plan around work, caregiving, transportation, medications, energy levels, and other responsibilities.

Here are some ways you can close the meeting:

• Summarize themes rather than personal details: Briefly review the main topics, resources, or ideas discussed without unnecessarily repeating private disclosures.
• Ask for additional comments or questions: Check whether anyone has something important to add.
• Remind members about the next meeting: Share the date, time, location, virtual link, or other important information.
• Invite volunteers if needed: Members may choose to help with refreshments, communication, transportation, meeting setup, or other group needs. Participation in these tasks should remain voluntary.
• Thank participants: Acknowledge the time, care, and perspectives people contributed.
• Document only what is necessary: If the facilitator needs notes for planning or organizational purposes, keep them brief and avoid unnecessary identifying or sensitive details. Store records securely and follow applicable privacy policies.

Closing the meeting

As the agreed-upon ending time approaches, Yoshiko says:

"We're getting close to the time we agreed to finish, so let's wrap up for tonight."

She asks:

"We've talked about family relationships, caregiving, and transportation tonight. Is there anything important anyone would like to add before we close?"

She reminds the group of the next meeting and asks whether anyone wants to volunteer to send a reminder to participants.

Afterward, Yoshiko notes only the general themes the group may want to revisit: family relationships, caregiving support, transportation, and resources for people who have limited family support. She avoids recording unnecessary personal details about individual members.

Tips on Keeping a Support Group Going

• Keep track of your group's progress. Ask participants periodically how useful, welcoming, accessible, and respectful they find the group. Use their feedback to make improvements.
• Share responsibility for the group. People may want to help facilitate, welcome new members, organize activities, coordinate resources, or take on other roles. Shared leadership can strengthen the group and reduce burnout.
• Create opportunities for everyone to participate. Some people talk more than others, and some prefer to listen. Don't assume quieter members are disengaged. Invite participation without putting people on the spot, and help make sure no one person consistently dominates the conversation.
• Emphasize privacy and confidentiality expectations. Remind members not to share other people's personal stories or identifying information outside the group. Be transparent that a peer group cannot absolutely guarantee what every participant will do after the meeting.
• Support voluntary connections outside the group. Members may choose to keep in touch, provide mutual support, or develop peer partnerships. Make sure people understand that no one is required to share contact information or maintain relationships outside meetings.
• Continue outreach if the group is open. Let people know the group exists and make sure new members receive a welcoming orientation to its purpose and agreements.
• Share credit and learn from challenges. Recognize people's contributions and avoid assigning blame when something does not work as planned.
• Keep a realistic perspective. A support group will not meet every person's needs, and people may leave for many reasons. Departure does not automatically mean the group failed them. Someone may have found another resource, achieved what they wanted from the group, changed schedules, or simply decided that a different form of support fits them better.
• Remember the group's purpose. The group may change over time, but continue checking whether it is providing the kind of peer support, connection, information, or mutual assistance members want.

Tips on Handling Challenging Group Dynamics

Facilitators sometimes need to respond when a behavior makes it harder for other members to participate, feel respected, or stay focused. Rather than labeling someone a "difficult member," focus on the specific behavior and its effect on the group.

A useful approach is supportive limit-setting: acknowledge the person's needs or perspective, explain the effect of the behavior, clarify the group expectation, and identify a more constructive alternative.

Times when supportive limit-setting may be useful:

• When repeated late arrivals disrupt the group and the person may need help identifying a workable solution
• When one participant regularly takes so much discussion time that others have little opportunity to speak
• When a member repeatedly dismisses or argues with every idea in ways that prevent productive discussion
• When someone has health, mental health, substance use, safety, or other needs that appear to go beyond what a peer support group can reasonably provide
• When someone repeatedly interrupts, makes discriminatory or harmful comments, violates group agreements, or moves the discussion far away from the group's purpose
• When it becomes clear that the group's purpose does not match the kind of support a participant is looking for

If someone appears to be in immediate danger or experiencing a medical or mental health emergency, follow your organization's emergency procedures and connect the person with appropriate professional or emergency support rather than expecting the group to manage the situation alone.

Steps for supportive limit-setting:

• Acknowledge the person's perspective: "I can tell this is really important to you."
• Describe the effect on the group and clarify the limit: "I want to make sure everyone gets a chance to finish speaking, so I'm going to ask that we not interrupt one another."
• Offer an alternative: "Let's finish talking about Camilla's concern, and then we'll make sure there's time to come back to what you wanted to raise."
• Check understanding: "Does that work for you?" or "Is there another way we can make sure your concern gets addressed without interrupting someone else's turn?"

In Summary

Peer support groups can provide connection, shared understanding, practical information, encouragement, and opportunities for people to learn from others with similar experiences. They can be relatively simple to organize, but effective groups still require thoughtful planning, accessible meeting options, clear expectations, appropriate facilitation, privacy protections, and realistic boundaries about what peer support can provide.

The strongest groups treat members as people with knowledge, agency, strengths, and choices -- not simply as people defined by a diagnosis or problem. Participants should be able to decide what they share, how they participate, and what kinds of support they want from the group.

Peer support works best when it complements, rather than attempts to replace, other resources people may need. By creating respectful spaces for mutual support while recognizing the limits of the group, organizations can help participants build connection, exchange knowledge, and support one another through difficult experiences and meaningful life changes.

___You know what a peer support group is

___You know why to create a peer support group

___You know who your peer support group can serve

You've followed the steps to creating a peer support group:

___Decided on your purpose

___Researched other groups your group could be involved with

___Decided on a length of time for your group to meet

___Decided whether the group will be open or closed

___Set a time and place for your group to meet

___Selected a group leader or facilitator

___Decided on the remaining details

___Recruited members using

• Referrals
• The media
• Personal invitations/word-of-mouth

In facilitating a peer support group, you have:

___Prepared yourself

___Prepared the room

___Started the meeting on time and in a friendly manner

___Given preliminary introductions/information

___Encouraged members to listen to each other

___Encouraged members to give support to one another

___Encouraged members to talk about themselves

___Offered support

___Helped members solve problems by:

• Clarifying the problem
• Talking about alternatives
• Choosing which option to take
• Offering help

___Closed the meeting by:

• Making a summary statement
• Asking for comments/questions
• Reminding members of next meeting
• Requesting volunteers, if necessary
• Giving a final greeting
• Making final notes

___You have looked over the tips on keeping your support group going

___You know when to use assertive caring

___You know the four steps to assertive caring:

• Showing that you understand the member's dilemma
• Setting limits
• Suggesting alternatives
• Getting the member's agreement on the alternative

Example 1: Interview with the facilitator of a grief recovery support group

David Hallenbeck, along with assistant Bill Hazelitt, facilitates a grief recovery support group sponsored by Rumsey-Yost Funeral Home in Lawrence, Kansas. The support group is offered as a free public service to the community.

CTB: Can you tell me a little bit about your support group?

Hallenbeck: We started it back in 1989, and we have two sessions a year. The fall session starts in September and goes through January, and the spring session starts in February and goes through May.

CTB: So is it a closed group with people who go through for the entire period, or can people join at any point during it?

Hallenbeck: Well, there's a certain point - probably about six or seven weeks into it - where I close the group to any newcomers, because we've traveled far enough along by then as far as confidentiality and trust and things like that.

CTB: Aside from the newspaper ad, what ways do you use to recruit people?

Hallenbeck: Well, it has grown quite a bit just by word of mouth and different doctors and people referring people to us. We do some radio advertising, and there 's just a lot of communication between families we work with at the funeral home and other funeral homes in the surrounding counties.

CTB: Right... most of the research I've been doing has all said that word of mouth seems to be the best way to let people know about this kind of thing.

Hallenbeck: Well, we have a kind of first hand referral process. Someone has been through it, then that person will go home or he'll go back to work and tell people what it did for him. It just gets strong referral.

CTB: How many years have you guys been doing the support group?

Hallenbeck: Well, this fall, this coming fall it will be ten years. We've had, I think, somewhere around 120 people go through the program.

CTB: Wow. How many people are in the group each time?

Hallenbeck: Group size has ranged anywhere from six or seven up to eighteen.

CTB: How does a typical meeting go? How do you start off and how do you wrap it up?

Hallenbeck: We just basically start by just reviewing the week and seeing how everyone's week has been. Our support group is not one that just comes back and rehashes the same horror stories week after week. There is a different reading assignment or writing assignment that all the participants are expected to do. So each week it's a different aspect or different phase of working through the grief.

CTB: Have you ever had to deal with re-directing people in the group who might be a lot more talkative than the others, or off topic? What are some ways you do that?

Hallenbeck: Well, if somebody just habitually comes in just trying to monopolize the whole conversation, then usually I will meet one-on-one with them and just talk about that. And if they're not comfortable with letting other people share in the conversation, then I might suggest that we just go through the same steps one-on -one together, or I might refer them to some other community resource. Support groups aren't for everybody. It just takes a lot of dedication and perseverance to get you motivated to even get to the meeting to begin with.

CTB: Sure. What kind of folks generally end up taking part in the group? Is it usually made up of people who've had a really recent loss?

Hallenbeck: Sometimes. Some people come because of something recent and then once we get into the homework and going through the process they may realize that they were still having issues with some grief episode 20 or 30 years ago. We just want to help them go back and clean up some of that stuff.

CTB: Is there anything that you see as unique about the way this group functions?

Hallenbeck: Well, it's task oriented. We go through the Grief Recovery Handbook (The Grief Recovery Handbook: The Action Program for Moving Beyond Death Divorce, and Other Losses, by John W. James and Russell Friedman, Harper Collins). They call it an action program for moving beyond death, divorce and other losses. And so each week I always say, "Well, next week will be the toughest one yet." And they'll do it, then two weeks after that I'll say, "Next week's assignment will be the toughest one," because each week just builds on the last one. And there are a lot of other programs I've seen or been a part of or used that haven't been quite that action -filled. I like it because it has you go back and really take a look at your whole life's story, all the ups and downs, and see how that all fits together in the fabric of your life today.

CTB: What do you do at the end of the period, when you're having your last couple of meetings, to bring closure to the group?

Hallenbeck: Well, there are four main written assignments during our three or four months together. We usually just go down to Three Sisters Inn down at Baldwin and have dinner together for a celebration of the journeys we've been on. A lot of the groups from the ten years we've been doing this are still getting together on a monthly basis. They may get together for supper or just get together and visit and catch up. A number of lifelong friendships that have been established.

CTB: I think it's probably really helpful to encourage people to develop social relationships with each other outside the group, so they feel able to give each other support not only just during the meeting. Is there anything else that you would like to add?

Hallenbeck: Well, we're open to practically any age. The youngest so far have been college age, and it's ranged up to 82 years old.

Some groups seem to gel together and others - even though it's been a good experience together - you can tell it hasn't pulled together like some of the others may have. Yet no matter whether the group gelled or not, we find when they evaluate their experience in the group that it sort of becomes a mutual admiration society. The strength and perseverance people have shared with each other have really touched them all.

Example 2: Interview with the facilitator of a support group for men who have sex with men
 

Harley Logan is an Information Outreach Specialist with the Douglas County AIDS Project in Lawrence, Kansas. To educate the public about safer sex, he facilitates two support groups for men who have sex with men.

CTB: Can you tell me a little about the structure of the support group?

Logan: Well, this is an informal discussion group that is for men who have sex with men. We really try to use that language -"men who have sex with men" instead of "gay and bisexual men"- because we don't want to turn off anyone who doesn't identify as gay or bisexual.

At first we tried to follow a structure called the Lifeguard program which was developed in California.

[Editor's note: Lifeguard 2000 was a project founded by the L.A. Gay & Lesbian Center.]

This is a series of workshops that has been approved by the Kansas Department of Health and Environment. This is a program that Topeka was using already, so it was already approved and we just decided to go with this. Like I said, it's a series of four workshops and comes with a notebook on how to do the facilitation.

CTB: So it's got a real structure to it?

Logan: It's very structured and, on the advice of the guy who did it in Topeka, I've pretty much taken it apart and adapted it and tried to let the group determine the direction or what topic were going to talk about. There were quite a few "touchy-feely" exercises which I didn't think would work very well with people here in Kansas, so we changed those, for example. I think this group works a lot better with younger people - say, college age - than it does for people in their forties, fifties and sixties.

CTB: What sort of age range have you had in the folks that showed up?

Logan: When I started the first group here at the United Way Center, it attracted mainly guys who were in their forties and older. I'm 32 and I was probably the youngest one present. This is the same thing that happened in Topeka when they ran an advertisement for their discussion group - the people who showed were much older. And it worked out okay because it's a discussion group about topics that the older men were comfortable discussing; it's about issues around just being gay, being happy, a little bit of soul searching, self-esteem, that kind of work. Sometimes younger people aren't really in tune to that just yet.

We eventually started a second group with Q&A up on campus [KU Queers and Allies, the LesBiGayTrans student organization at the University of Kansas], inviting the guys to the discussion group. With these younger kids we end up incorporating a lot more information about safer sex, and they have a lot more basic questions about sex, unlike these guys who are older and have been having sex a lot longer. I also try to stay in the facilitator role with both groups, rather than interject my own opinion. I find the group very interesting, so I really step out of that facilitator role a lot with the older group.

CTB: Do you find that doing a certain amount of self-disclosure helps bring the conversation along?

Logan: Yes, very much so.

CTB: So how does a typical group meeting go? How do you set up? And how do you get the discussions started?

Logan: The volunteers of the organization supply us with brownies or cookies or what have you. We sit around a table, we have coffee. The discussion varies. At the last meeting I passed around some index cards and we talked about dating in the nineties and I asked a few questions - things like, "What is a date? What are some reasons you may or may not date? Does a date have to lead to a second date or to even a longer relationship? Where do you meet people?" And we wrote our answers to those out anonymously and then read the responses off the cards. After everybody answered the questions it generated tons of discussion surrounding dating issues and how is it to be a man having sex with other men, dating at this day and age.

One of the workshops for one of the groups focuses on eroticizing safer sex, so we talk a lot about condom use and the endless variety of condoms that are out there... We do talk about everything. People who are very much into any particular scene really can enlighten the rest of us about exactly what goes on - we have people in all different venues and certainly at different places in their life with safer sex. Other times we've talked about the coming out process. People are certainly at different stages in that and how it is in their workplaces and how it is with their families, that kind of thing.

CTB: So you're finding a really big range of topics that people are interested in discussing?

Logan: Yes. We try to focus on being gay, being happy, and saying yes to safer sex, because I try to tie it back into the safer sex issue. A man who feels good about himself and is okay with being gay is going to take care of himself more than someone who is feeling bad about it and, for example, drinking a lot of booze before he can do anything with another man.

CTB: What is it like to handle people who really tend to dominate the discussion or who bring up irrelevant topics?

Logan: I really haven't had very many instances where that's happened. Really the biggest problem I have in the group is keeping that discussion going, trying to throw out ideas and get them talking more. We have a few moments of silence every once in a while. But as far as having to get someone back on track, I always try to validate what they have said and say, "You know, that's a very good point, " or "I hear what you're saying, but can you explain that more or relate that to the topic back at hand?" What really helped me with facilitation was when I went through the Kansas Department of Health and Environment training and Red Cross fundamentals training about how to present a topic on HIV and AIDS and how to present education to a group. That training really helped. I've learned a lot about how to ask open questions, how to repeat what they say, or to even use moments of silence to get them to speak more. So that's really helped; I've felt really fortunate that I've studied some of that.

Tool 1: Role Play Scenarios

This tool was adapted from The Self-Help Leader's Handbook: Leading Effective Meetings by Adrienne L. Paine, Yolanda Suarez-Balcazar, Stephen B. Fawcett, and Leslie Borck Jameson, with the collaboration of Melody G. Embree.

Working with one or more partners, role play these scenarios, with one of you acting out the part of the support group facilitator and any others acting out the roles of support members.

• During a support group meeting for people who are experiencing stress in the workplace, one member is talking about having difficulties communicating with her supervisor. The facilitator should try to elicit supportive responses from other members.

• You are involved in a support group for people who have suffered severe spinal cord injuries. One member, who uses a wheelchair, is talking about how hard it is to find an apartment in town that is accessible. The facilitator should try to elicit supportive responses from other members.

• In a support group for family members of alcoholics, a member is talking about how she is upset that her husband won't get help for his drinking problem, and she is concerned that he will hurt their children. The other members are not providing support. The facilitator should try to elicit supportive responses from other members.

• In a support group for people who have lost a child in drunk driving accidents, one member is talking about the difficulties her other children have had after her daughter's death. The other members have been supportive, but none have talked about their own relevant personal experiences. The facilitator should try to get other members to start talking about these experiences.

• You are involved in a support group for women who have experienced breast cancer. One member has recently found a lump in her breast but has not seen a doctor about it. The facilitator should try to get other members to offer supportive comments and encouragement for her to seek medical attention without being coercive or condescending.

• In a support group for survivors of rape, one member has been talking about having flashbacks and other problems that make you suspect she may be suffering from post traumatic stress disorder. She may need more help than the group is able to provide. The facilitator should try to find a way to talk to her about getting some professional counseling help.

• In a support group for older people dealing with debilitating illnesses, one member has repeatedly brought up irrelevant topics, attempted to keep all the group discussions focused on himself, and interrupted other members when they try to talk. The facilitator should try to redirect the discussion and directly deal with this member's disruptive behavior.

• In a support group for parents of adolescents, one father is talking about how he suspects his son is drinking. Other members have been suggesting ways he can deal with it, but he has rejected every suggestion for one reason or another. The facilitator should try to find some way of dealing with the member's inflexibility and of moving the discussion along.

A PowerPoint presentation summarizing the major points in the section.

This section has been written, with permission, from materials developed by the Time Dollar Institute (now TimeBanks USA)

 

Many of us who volunteer our time, or work for not for profit organizations, do so because we want to help people; we hope to somehow improve their lives. Feeling better about ourselves through helping other people is an idea that has a very long history. For example, the Catholic Church's "Prayer of St. Francis" tells us that it is better to give than to receive. What the prayer doesn't say, however, is that it's sometimes easier to give than to receive.

Because frankly, it's hard for many of us to ask for help, whether that help is in the form of money, or assistance with a task, such as taking care of our children or getting our mail while we are out of town. And if we do ask for help, we're quick to offer something in return -- we pay the loan (often with interest!), pay the baby-sitter in cash or in taking care of her children in return, or bring a pie to the neighbors who watched our house. The last thing we want is for people to think we are "freeloading" or "not pulling our weight."

And yet many times when we as organizations offer to help people, that's exactly how we set them up to feel. "Don't worry about it," we say, as if somehow we are better than them, or have more to offer than they do. And messages like that -- even though they aren't what we mean, even if they are the last thing we want to communicate -- are often what gets transmitted, and they can be very hard to take.

That's where the idea of Time Dollars comes in. The thought behind Time Dollars is that everyone, no matter what they do, or where they are in their lives, has something to offer. And Time Dollars asks individuals to use their talents and skills; and in doing so, allows them to retain their sense of pride when they need help.

What are Time Dollars?

Time Dollars are a currency that turns time into money. Volunteers in Time Dollars programs earn credits for the time they spend helping other members. One hour of service earns you one credit, or "time dollar." Then in turn, you can "buy" an hour of a service you need. If you don't need all the credits you earn, you can save them up, give them to someone you know, or give them back to the "bank." That way, the people who run the program can use the extra "money" to make sure the members with the severest needs get all the help they require.

Unlike traditional volunteer programs, Time Dollar programs recognize that people who need help can often help others, too - just in different ways.

A minister's experience gives us an example of how this works. For fifteen years, this gentleman was the pastor of a Baptist church in Washington, D.C. People relied on him as someone they could turn to 24 hours a day for guidance, comfort, or just a little conversation. However, when the Reverend, who suffers from diabetes, lost his right leg to an infection, he retired from the church. He felt overwhelmed by the sudden changes in his life, and for a long time lived almost as a recluse, refusing to leave his apartment.

The local Time Dollar program helped him adjust to the seemingly insurmountable problems he faced. He is once again an active member of the community. He earns Time Dollars by conducting prayer services for his fellow tenants, and he spends them to have his meals prepared by another volunteer.

This kind of exchange isn't new. It has always occurred among families and friends. All Time Dollar programs do is provide a new structure for neighborliness - one that turns good deeds into real purchasing power.

So, what exactly do Time Dollars members do? To give you an idea of the possibilities, here's a sampling of the kinds of services Time Dollar members exchange:

• Personal care, such as grooming, meal preparation, feeding, letter writing, reading, and respite care
• Care for family members, such as baby-sitting and elder care
• Help with household chores, such as light housekeeping, gardening, home repairs, and laundry
• Help outside the home, such as with shopping and transportation
• An escort to the doctor
• Language translation services
• Telephone support services, both check-in calls (to make sure a person is okay) and social calls
• Peer counseling
• Education, such as literacy services, English as a second language classes, tutoring grade-school and high school students, and preparation for the GED
• Administrative support of the program

Many of these things are being done in some places by home care professionals, but can be done by individuals in our communities without paying money. And in allowing people to do things themselves to "pay" for the help they receive, we help people regain control over their own lives.

Why should you develop a Time Dollars Program?

There are many advantages to developing a Time Dollars program in your community. A few of these reasons to begin such a program include:

• To empower people with a sense of self worth - Time Dollars help people understand that whatever circumstances they are in, they can still give, and not just receive
• To strengthen the communities in which we live
• To make sure that all of the members of our communities, including those who are very proud, receive the help that they need

Who should develop a Time Dollars program?

Quite simply, a Time Dollars program can be started by anyone who sees needs in his or her community which are not being met. These needs may be in any part of the population. The first generation of programs often focused on the abilities and needs of senior citizens, because many of them have free time, and many others have many unmet needs. However, programs now can and should build networks serving other groups, such as teenage mothers, people with AIDS, public housing residents, children in urban schools, and parents needing day care for their children. In short, the uses of Time Dollars programs are as varied as the different needs of our communities.

Although anyone can start such a program, they are often developed within existing support networks, such as churches or social service agencies. In the next section, we will look at the development of a Time Dollars program as if it is being developed by an organization that's already in existence. Individuals or new groups can then modify the "how-to" steps accordingly.

How do you develop a Time Dollars Program?

Once you've decided to start a Time Dollar program, there is some hard but rewarding work ahead. Let's look at what you'll need to do step by step.

Before you even begin, however, make sure you're not reinventing the wheel. Many communities already have Time Dollars programs; check in your area to see if there is one that you might work with. A partial list of programs is listed by state in the Resources at the end of this section.

Ensure that you have a committed group of people that is ready to work and serve one another

You need to have people willing to give and receive, or a Time Dollar program just won't work. The most important element of your program is the commitment of the people involved. Time Dollar programs thrive on the work of people who are committed to serving others. Have a group of people in mind with whom you plan to start the program, such as elderly people living in a community living situation, or high school students working on community service projects. Be sure to talk with some of the people you want to work with and make sure there is enough interest to get things started. (We'll talk more about recruitment later.)

Develop a core group of people who will be working on the program

At a minimum, you will need one or two coordinators who will match people and serve as liaisons for the program. You will also want to involve people you want to have as "customers" involved in setting up the program.

Gather the resources your program will need

Some of the things your program will need include:

• A coordinator or director (preferably full-time, either paid or unpaid)
• Office space
• Clerical help (to answer phones, keep track of hours worked, and so on)
• A phone, desk, and office supplies
• Copying equipment (for brochures, fliers, forms, notices)
• Volunteer insurance or workmen's compensation (usually necessary for existing organizations)
• A computer
• A place to meet, train, and socialize

Decide how much money to spend on the program

The cost of a Time Dollar program varies depending on a number of things, such as:

• If your staff is paid or volunteer
• If the paid staff is full- or part-time
• If you are required to pay volunteer insurance
• If you need to rent office or meeting space

While you can actually run a Time Dollars program for next to nothing, those operating in the context of an on-going social service organization can cost anywhere from $10,000 to $100,000. Since costs vary over time and country, actual figures mean little here.  The chances are good that if you have a program with paid staff (probably a full- or part-time director, perhaps a part-time assistant director, and a part-time clerical person), most of your budget -- perhaps 70-80% -- will go for salary and related expenses.  The rest will be spent on rent, equipment and supplies, insurance, phone, printing and copying, and the odd costs that most programs have (food for celebrations, certificates, etc.)  If your space is donated, your budget will be smaller, but a larger percentage of it will go to salaries.

Develop the tracking materials you will need to follow volunteers and their efforts

You will need a membership form and timesheets for members to track their Time Dollars. Members can sign up, chart what they can do, when they can do it, what they want to receive, and what they have done. The coordinator can then use these files when people call and request a service.

One way to help you do this is TimeKeeper Software, which was developed specifically for people running Time Dollars programs. It is available as freeware over the Internet.

The software incorporates the way in which people manage Time Dollar programs on a step-by-step basis. It can also be customized by you to meet your program's needs.

The Timekeeper system can free you up from tasks that can be computerized, such as sifting through individual files to find an appropriate available volunteer, and reduces the time spent on paper work. In addition, the software does the following:

• It can produce personalized bank statements for each member
• It can supply the information to ensure that no volunteer goes too long without a new assignment
• It can help you to monitor performance systematically and follow-up on assignments
• And it can also become a tool in planning new initiatives that can help strengthen your community and target resources to meet special needs

Check on the legalities of your work

In general, there are no legal requirements to starting a program. However, you should check with authorities in your state.

In addition, two legal issues also come up often for people running Time Dollars programs: liability and taxation. Let's look briefly at each of them.

Liability:

The question of liability includes things such as, "What if a service provider is injured on the job?" or, "What if the service provider injures the person being helped?"

You can deal with these questions in very much the same as you would for any volunteer program. One possibility your organization might consider is purchasing insurance for volunteers and staff. See Resources for a company that provides such a service at low cost.

Taxation:

Another question some new members have concerns about is taxes. The concern is that using Time Dollars is just like barter, and so members worry that they will be taxed on Time Dollars earned.

However, this possibility is very unlikely to occur. The IRS has ruled twice that credits earned by volunteers are not taxable. Now, there is no guarantee that the IRS won't decide otherwise in the future, but that possibility seems highly unlikely.

Develop a way to evaluate your work

As you are developing your program, a question that you should keep in mind is, "What, exactly, do we want to accomplish?" And additionally, "How will we know when we've reached our goals?"

Developing a plan for evaluation -- and incorporating it into your work from the start -- is an excellent way to set your program up for success from the very start. An evaluation can help keep your program on track and give you early warning signs when things aren't going well. The information gathered in the process of evaluating your work can also be a great way to convince grantmakers of your credibility, and ultimately, to convince them to support your work.

Recruit members

Recruiting members primarily includes connecting with the people and communities you would like to take part in your program. This recruitment can occur in many different forms -- from word of mouth, to advertisements in local papers or on the radio, to posters, flyers, or almost any other form of communication you can think of.

Along with recruitment of individuals, your program might want to encourage involvement of the local business community as well. There are several ways in which private businesses can get involved in your program.

The simplest way is by contributing financial support or by donating office space, supplies, and telephone service. Businesses can also encourage their employees to become involved as members. At one neighborhood bank in San Francisco, for example, all the employees joined the Time Dollar program run by the local senior center and donated their credits to elderly members unable to earn their own credits.

Another way businesses can get involved is by providing discounts to members of Time Dollar programs. For example, participants in Elderplan, a Health Maintenance Organization in Brooklyn which runs a Time Dollar program, can redeem their Time Dollars to join a silver or gold club. Each club has different offerings, including luncheons at local restaurants to meet social needs, free transportation, and gifts, most of them health-related, such as blood pressure monitors and exercise equipment.

Get started!

When you've got all of your ground work done, it's time to get going! Additionally, most programs find it necessary to "prime the pump" when they first get started by "issuing" Time Dollars. In essence, programs give away services without requiring people to "pay" for them. This works as a great way to get people interested in your program. It also offers needy recipients the chance to receive services, even if they don't have any Time Dollars in their "account."

Celebrate!

As with any work you do, be sure to take the time to enjoy the small and large successes you will have as your work evolves.

Evaluate your work

Be sure to use the methods you developed in step seven to look at what you are doing and know what's working, what's not working, and how you can make it better.

In Summary

The concept of Time Dollars is about community; about drawing on the strengths of all of our members and helping to ensure that we all benefit from the diverse gifts everyone has to offer. It is a program of service, not of financial gain. And so, it's important that Time Dollar programs are run in a spirit of helping those who need it, not on accounting principles.

This section offers you a first look at what you will need to do to develop a Time Dollars program. Much more information is available from TimeBanks USA (previously the Time Dollar Institute). These materials include a "how-to" manual, the Timekeeper Software Manual, video presentations and other useful materials.

You understand the purpose and benefits of a Time Dollars program:

___To empower people with a sense of self worth. Time Dollars help people understand that whatever circumstances they are in, they can still give, and not just receive

___To strengthen the communities in which we live

___To make sure that all of the members of our communities, including those who are very proud, receive the help that they need

You understand the requirements for implementing a Time Dollars program:

___You have a committed group of people that is ready to work and serve each other

___You have developed a core group of people who will be working on the program

___You have gathered the resources you program will need

• A coordinator or director (preferably full-time, either paid or unpaid)
• Office space
• Clerical help (to answer phones, keep track of hours worked, and so on)
• A phone, desk, and office supplies
• Copying equipment (for brochures, fliers, forms, notices)
• Volunteer insurance or workmen's compensation (usually necessary for existing organizations)
• A computer (optional, depending on the size of the program)
• A place to meet, train, and socialize

___You have decided how much money to spend on the program, considering the following:

• If your staff is paid or volunteer
• If the paid staff is full- or part-time
• If you are required to pay volunteer insurance
• If you need to rent office or meeting space

___You have developed the tracking materials you need to follow volunteers and their efforts, with these capabilities:

• It can produce personalized bank statements for each member
• It can supply the information to ensure that no volunteer goes too long without a new assignment
• It can help you to monitor performance systematically and follow-up on assignments
• It can also become a tool in planning new initiatives that can help strengthen your community and target resources to meet special needs

___You have checked the legal requirement of your work:

• Liability
• Taxation

___You have developed a way to evaluate your work

___You have recruited members and started your program

___You celebrate your successes

___You evaluate your work to keep improving it

Example: Germantown Settlement House, Philadelphia PA

This story was originally posted on the Time Dollar Institute website.

The initial focus of the Time Dollar program at Germantown Settlement House is building informal support systems with and for the elderly and the community at-large. On June 1, 1999, the first issue of the Neighbor to Neighbor Time Dollar News (newsletter ) was distributed. This first issue highlighted the start of the Time Dollar program at Hamill Mill Apartments with 15 new members joining the Tme Dollar Network.The primary goal for the Neighbor-to-Neighbor program is to rebuild trust back into the community. Time Dollars is an all-inclusive plan to seek out and enhance the skills of people in the surrounding community. Some of the services offered include: Administrative Work, Babysitting, Errands, Meal Delivery, Religious Escort, Home Repair, Meal Preparation and more. Public Housing Sites, Washington, DC

Successful Time Dollar programs are running at three public housing sites within Ward 7 - Benning Terrace, Kenilworth Parkside and East Capitol - involving over 100 people of all ages.

At Benning Terrace and Kenilworth Parkside, members that have earned at least 100 Time Dollars have purchased nearly 40 refurbished computers for their homes. The Time Dollar Institute is intent on bringing technology into homes that otherwise may not have had the opportunity.

At Benning Terrace, a Time Dollar Food Bank has been in operation for two years which offers food for purchase with Time Dollars by members. Time Dollar initiatives at East Capitol include helping to provide services and outreach through a Family Investment Center, a site for conducting Youth Court hearings, a teen literacy laboratory where young people earn Time Dollars that can be redeemed for computers.

Pleasant View Gardens - Baltimore, MD (Baltimore Housing Authority) The Lending A Hand Time Dollar Program at Pleasant View Gardens has 100 members including youth and senior citizens. In June, a full-time coordinator was hired and is currently enrolling new members, doing presentations to community groups, processing matches, developing goods and services that can be purchased with Time Dollars in the local community and serving as a liaison to the greater Baltimore community.

The U.S. Department of Housing and Urban Development (HUD) selected Time Dollars as one of the "Best Practices" being used in HOPE VI properties across the country. Time Dollars was part of a presentation made to national leaders of HOPE VI properties at a HUD conference in Kansas City, MO People Helping People, Tacoma Washington People Helping People (PHP), an emerging independent non-profit, orginally started as a program operated by Home, Safe designed to build on the strengths of neighborhoods and families. Home, Safe, was founded in 1994 to strengthen neighborhood-based support systems and to create strategies for blending child welfare and drug treatment.

PHP has continuously enrolled new members and families into the Time Dollar bank. At this point, there are 500 Time Dollar members in the Tacoma program.

Many of those earning Time Dollars are using them to receive services as well. On average, 400 Time Dollars per month are being earned. Families, referred from Child Protective Services, have enrolled in the Time Dollar program, and have started earning and using Time Dollars.

A PowerPoint presentation summarizing the major points in the section.